ERIC Number: ED270506
Record Type: RIE
Publication Date: 1986-Apr
Reference Count: 0
Integrating Teacher Evaluation and Staff Development: An Organizational Approach.
Pfeifer, R. Scott
Prior research has documented the failure of both staff development and teacher evaluation practices in schools to serve as sources of accountability and improvement for teachers. Few districts coordinate these two aspects of a human resource management system. Using a concept of organizational control, this study employs a qualitative methodology involving elite interviews and document inspection to investigate the experiences of four school districts engaged in a process of evaluation reform. The function of staff development as a mechanism of input control is explored, and the impact on evaluation outcomes is examined. Each district used staff development resources to address the beliefs, attitudes, and skill levels of teachers and administrators that have impeded effective evaluation in the past. The availability of developmental resources that supported evaluative feedback so that teachers could act on the results appeared to be crucial to success. Teacher evaluation, approached in this manner, expands on traditional notions of accountability and improvement that focus on the poor or marginal teacher. Maintenance of effective classroom performance becomes a legitimate goal of evaluation. These tentative findings suggest that a single teacher evaluation system, properly conceived, may be able to simultaneously serve as a source of accountability and improvement for teachers. An appendix describes the methodology employed in the study. (Author/PN)
Descriptors: Accountability, Administrator Attitudes, Educational Change, Evaluation Criteria, Feedback, Interviews, Labor Force Development, Management Systems, Qualitative Research, Research Methodology, School Districts, Staff Development, Teacher Attitudes, Teacher Effectiveness, Teacher Evaluation, Teacher Improvement, Teaching Skills
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Stanford Univ., CA. Inst. for Research on Educational Finance and Governance.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986).