ERIC Number: ED411257
Record Type: RIE
Publication Date: 1997-Mar
Reference Count: N/A
Reinventing Teacher Evaluation: A Study of the Impact on Beginning Teachers.
A qualitative study was undertaken to examine the perceptions of beginning teachers who were evaluated through an innovative teacher evaluation process. The evaluation was the Collaborative Assessment Procedure (CAP) implemented in a large midwestern urban school district. Beginning teachers were assigned a teacher consultant who observed the teacher and shared the observations in conferences. The research attempted to determine if a link existed between the new teacher performance evaluation process and the beginning teachers' sense of efficacy with respect to students and other teachers. Twenty-one teachers who had participated in this process were interviewed. Thirteen experienced affirmation in the process and thought that the CAP process nurtured their professional development. Other participants experienced the CAP process as surveillance, and were much less positive about its effects. Twenty of these teachers were convinced that they could affect the lives of their students significantly. Fifteen spoke of a strong link between their CAP experiences and their growing sense of personal efficacy. Two gave CAP only slight credit for their increased sense of efficacy, and only one did not report an enhanced sense of efficacy at the end of the CAP year. The process was acknowledged to recognize the varying levels of professional development of these beginning teachers. While the construct of teachers' sense of efficacy remains difficult to assess, the CAP approach appears to enhance it for beginning teachers. (Contains 14 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).