ERIC Number: ED344878
Record Type: RIE
Publication Date: 1988-Apr
Reference Count: N/A
Evaluation of the Effectiveness of the North Carolina Teacher Performance Appraisal System (TPAS).
Stacey, Dennis C.; And Others
The North Carolina Teacher Performance Appraisal System (TPAS) embodies both formative and summative evaluation of teachers, and is based on multiple observations and collection of data on teacher performance. This study was conducted to report on a survey of the effectiveness of the TPAS as perceived by 639 evaluators (Es) and 2,732 teacher-evaluatees (Ts). Results are largely in the form of descriptive statistics which compare responses from evaluators and evaluatees, and TPAS-only and concurrent career development units. Overall findings indicate that respondents: (1) tended to evaluate the TPAS positively, particularly the summative evaluation component; (2) generally accepted criteria in the appraisal system; and (3) were positive about the processes of teacher observation and conferencing, but somewhat less positive about postconference followup. Es perceived postobservation conferencing and postconference follow-up slightly more positively than did Ts; and Ts tended to evaluate the formative aspects and the implementation of the TPAS less positively than did Es. However, all perceived the system as contributing at least moderately to improved teaching. (Author/LL)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers: North Carolina Teaching Performance Appraisal
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).