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ERIC Number: ED120129
Record Type: RIE
Publication Date: 1975-Mar
Pages: 11
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Third Party Teacher Evaluation: A Collaborative Design for Instructional Leadership.
Ford, Richard
Administrators' classroom observation of teachers makes most teachers angry or fearful. An insufficiently used alternative method of obtaining a valid analysis of a teacher's abilities is to get objective information from the students themselves. This can best be done by a third-party interviewer who is not in a position of authority over either the teacher or the students. This person can randomly select approximately five students for an interview session of about one hour. He/she might first ask the students to share things they appreciate about the teacher, then ask them to cite problem areas. A general discussion should follow in which the teacher takes part. Three weeks later a second interview should be held with another group of randomly selected students. Often it is found that either the students or the teacher have subtly changed their behavior in the intervening weeks. The best way to wrap up the process is for the interviewer and teacher to meet a third time without students and for them to document what happened during the process. This kind of teacher evaluation fosters student involvement and trust in their own education, and is likely to win their respect because it offers the opportunity to improve their own conditions as involuntary recipients of teaching. (CD)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association for Supervision and Curriculum Development (New Orleans, Louisiana, March 14-19, 1975)