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ERIC Number: ED464916
Record Type: Non-Journal
Publication Date: 2002-Apr-4
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Perceptions of Teacher Evaluation Systems and Their Impact on School Improvement, Professional Development and Student Learning.
Colby, Susan A.; Bradshaw, Lynn K.; Joyner, Randy L.
A study was conducted to determine whether teachers in districts using state-mandated (traditional) teacher evaluation systems or educators in districts using locally developed alternative teacher evaluation systems perceived teacher evaluation as having a stronger positive impact on school improvement, professional development, and student learning. Data were obtained from 21 school districts through the Teacher Evaluation Profile (TEP) (R. Stiggans and D. Duke, 1988). TEP responses were received from 4,092 teachers. Qualitative data were gathered from interviews with the personnel director in each district. Locally developed alternative teacher evaluation systems were perceived as having stronger impacts on school improvement, professional development, and student learning than state-mandated evaluation systems. Findings also indicate that locally developed evaluation systems were better able to support district school reform initiatives, guide professional development, and use student learning as a focus for teacher evaluation. Implications for practice are discussed. An appendix contains three tables of study data. (Contains 19 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A