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ERIC Number: ED342439
Record Type: RIE
Publication Date: 1992-Mar-25
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Improving Teacher Evaluation.
Spencer, Patricia A.
The formal evaluation process (FEP) is the primary tool provided by most two- and four-year colleges and universities to create more effective teachers. Yet, the FEP has little impact on teaching practice. The FEP serves merely to classify a teacher as a success or failure based on written records and rating scales from observations conducted every 2 to 3 years. In this system, teacher performance ratings are utilized to provide rewards and punishment without achieving the important goal of improving instruction. Classroom observations and peer review, two common segments of the FEP, are seen as either threatening to professional autonomy or consisting of data which are unlikely to inspire teachers to change their methods or philosophies of teaching. While FEP may never fully address the issue of instructional improvement, certain modifications could lead to more substantial contributions. The initial stage of the FEP should be restructured to develop mutually acceptable arrangements for the mode, timing, and conditions of evaluation, giving teachers some control over the process. In addition, students, faculty, and administrators need training in order to participate in an evaluation process that can lead to change. Four alternative methods of evaluation could be used to facilitate formative evaluation: staff development programs, self-evaluation processes, classroom research, and peer coaching. (JMC)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Riverside Community Coll., CA.