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ERIC Number: ED126090
Record Type: RIE
Publication Date: 1976-Aug
Pages: 5
Abstractor: N/A
Reference Count: 0
Teacher Evaluation.
Saif, Philip
This article examines why teachers should be evaluated, how teacher evaluation is perceived, and how teacher evaluation can be approached, focusing on the improvement of teacher competency rather than defining a teacher as "good" or "bad." Since the primary professional activity of a teacher is teaching, the major concern of teacher evaluation is the effectiveness of student learning experiences and the promotion of the professional growth of teachers. The first step in an evaluation scheme is the establishment of objectives that are congruent with the educational goals of the society and the school district; the final step is the determination of the degree to which the objectives have been met. Evaluation, however, is a process, and between the initial and final steps it is necessary to: (1) establish objectives; (2) design activities; (3) determine criteria for validation; (4) implement activities; (5) collect proper data; (6) analyze data; and (7) examine the reasonability, effectiveness, and significance of steps one through four. If the stated objectives have not been met, an overall examination should be done starting with the design of activities. If a teacher is working in conjunction with an evaluator it is important that: (1) the teacher be an active participant throughout the evaluation process; (2) the teacher and evaluator decide together what is evaluated, what criteria should be used, and how information is collected; and (3) they should meet at least three times a year. (DMT)
Publication Type: Books
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A