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ERIC Number: ED357079
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 35
Abstractor: N/A
Reference Count: N/A
How Principals Formally Evaluate Teachers.
Oppenheim, Claude
The evaluation of a high school teacher by his principal in Alberta, Canada, was examined by analyzing the conversations that occurred between the researcher, the principal, and the teacher he was evaluating. The analysis reveals much about why the principal undertook teacher evaluations, and what counts as evidence for good or poor practice. Evaluations were done to meet legal requirements, as well as for professional reasons. The principal did not agree with the widely accepted notion that there should be a clear distinction between formative and summative evaluations. Despite his strongly expressed assertions that he perceived himself as a colleague of his teachers, and that his evaluations were those of a professional equal, an examination of his discourse suggests that in fact he adopted a distinctly managerial position in relation to the faculty of his school. To this principal, students' participation and involvement in the lesson was the most important element of good teaching. Other characteristics of good teaching in his view are listed, and it is evident that his own practice was a yardstick by which he gauged the appropriateness of others' teaching. (Author/SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada