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ERIC Number: ED429052
Record Type: Non-Journal
Publication Date: 1998-Dec
Pages: 4
Abstractor: N/A
Reference Count: N/A
New Directions in Teacher Evaluation. ERIC Digest.
Weiss, Eileen Mary; Weiss, Stephen Gary
Principals and teachers are becoming frustrated with conventional evaluation practices typically used to determine teacher effectiveness and, thus, tenure and promotion. This Digest explains that as new performance standards are being developed, there are reconfigured assessment designs requiring an array of reflective, analytic skills. Creation of the National Board for Professional Teaching Standards (NBPTS) in 1987 has prompted discussion of more meaningful standards for teachers and resulted in the development of a performance-based assessment system to recognize advanced competence among experienced teachers. A set of model performance-based licensing standards for new teachers that are compatible with the NBPTS certification standards has been developed by the Interstate New Teacher Assessment and Support Consortium (INTASC). INTASC has created a set of core standards that define the knowledge, dispositions, and performances essential for all beginning teachers. As part of the movement toward more professionally grounded and performance-based standards for evaluation, several state and local initiatives incorporate peer review and assistance, which appears to be more effective than traditional evaluation at both improving and letting go of teachers. This Digest presents examples of peer review and assistance programs in several school districts. It concludes that the next generation of evaluation systems will further integrate teacher accountability with professional growth. (Contains 21 references.) (SM)
ERIC Clearinghouse on Teaching and Teacher Education, One Dupont Circle, Suite 610, Washington, DC 20036-1186.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC.