ERIC Number: ED343864
Record Type: RIE
Publication Date: 1989-Mar
Reference Count: 0
A Longitudinal Study of Teacher Performance Evaluation.
Holdzkom, David; And Others
Educators in North Carolina, recognizing a need to develop a more objective, performance-based teacher evaluation system, determined that evaluation of teachers should have both formative and summative outcomes and should focus on improvement of teacher skills. The Teacher Performance Appraisal System (TPAS), a companion to the North Carolina Career Development Program, requires at least three classroom observations of a teacher by either the principal or a peer observer. Both of these programs focus on the growth and development of educators, both teachers and teacher evaluators. A large-scale, state-ordered review of the performance system, as perceived by evaluators and evaluatees, led to the present study, which examines the results of the evaluation system over a 3-year period (1985-86 to 1987-88). The study examines the evaluations of teachers (up to 6,257) in 15 different school districts. In general, results of this study confirm and illuminate the improvement in performance expected of both evaluators and teachers for the first 3 years of a 4-year pilot program. Results also confirm the developmental and interactive nature of these improvements. (IAH)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: North Carolina
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 1989).