ERIC Number: ED351343
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: 0
District-Level Perspective on Innovative Approaches in Performance Appraisal: Integration and Refinement.
The Dade County (Florida) Public School System is replacing its Teacher Assessment and Development System (TADS), initiated in 1982, with systems that draw on recent research, link teaching skills to school improvement, and recognize and reward advanced pedagogy. The comprehensive approach will integrate subordinate and peer assessment through a dual focus on teaching and administrative contributions to school improvement. Independent of the TADS monitoring system, a Peer Intervention and Assessment Program (PIAP) is to be piloted in 1992-93. This formative and collaborative approach is, of necessity, linked to the summative realities of evaluation. The TADS was a ground-level instrument to assess teacher performance in the classroom. The refinements that are proposed must: (1) assess performance above the minimum level; (2) relate performance behaviors to the teaching of thinking skills and the use of higher order questions; (3) use current research and data on effective practice; and (4) assess advanced pedagogical techniques. The diversity of student clients and the contributions of educational professionals compel the use of multiple assessment systems. School improvement must be the forum within which instructional and administrative contributions are measured. (SLD)
Descriptors: Educational Assessment, Educational Cooperation, Educational Improvement, Educational Innovation, Elementary School Teachers, Elementary Secondary Education, Evaluation Methods, Formative Evaluation, Peer Evaluation, Performance Based Assessment, Research Utilization, School Administration, School Districts, Secondary School Teachers, Summative Evaluation, Teacher Evaluation, Teaching Methods
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Dade County Public Schools FL
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).