ERIC Number: ED377192
Record Type: Non-Journal
Publication Date: 1994-Jul-15
Reference Count: N/A
Encouraging Evaluation Utilization by Preserving Teacher Self-Esteem.
This paper presents a detailed analysis of a teaching evaluation conversation between Michael Darwin, high school principal, and teacher, Joseph Wolenko, in order to explore how both attended to issues of "face" during the evaluation process. The analysis draws on data from a larger study in an ethnomethodology/conversation analysis tradition. This evaluation focused on a video-taped lesson taught by Wolenko and evaluated by Darwin. The first section of talk-analysis shows Darwin helping Wolenko see himself as a good manager through his conversation. The second section shows how Darwin vigorously and successfully protects Wolenko from loss of face where there had been some obvious errors in instructional materials Wolenko had prepared. A following section shows Darwin focusing on an area that concerned him, student behavior, and criticizing Wolenko's discipline while through his conversational style and content mitigating loss of face and maintaining social solidarity. The next section describes the interview's end and Darwin's final summary of the evaluation which has walked a difficult line between having Wolenko confront areas for change while understanding nonetheless that Darwin recognized and appreciated him. The analysis concludes that attention to "face" issues may help to ensure that teachers will accept and use evaluations. (Contains 17 references.) (JB)
Descriptors: Administrators, Classroom Techniques, Discourse Analysis, Evaluation Utilization, Faculty Development, Secondary Education, Secondary School Teachers, Self Esteem, Self Evaluation (Individuals), Teacher Administrator Relationship, Teacher Attitudes, Teacher Behavior, Teacher Evaluation, Teacher Improvement
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research in Educational Accountability and Teacher Evaluation (CREATE), Kalamazoo, MI.