ERIC Number: ED538645
Record Type: Non-Journal
Publication Date: 2007-May-18
Reference Count: N/A
Teacher Evaluation. Research Brief
Marx, Gary E.
Education Partnerships, Inc.
The No Child Left Behind emphasis on teacher quality and its relationship to student achievement has made teacher evaluation an area of increased concern for today's high school principal. Numerous problems associated with the evaluation of teachers have been cited in the literature, including lack of agreement on what constitutes good teaching, an emphasis on accountability rather than improved performance, limited feedback, and low benefit to teachers as a means for improving instruction. In response, efforts have been made to better understand the characteristics of effective teacher evaluation systems and improve current practice. A recent review of the literature on teacher evaluation (Bradshaw & Joyner, 2002) identified criteria that can be used to develop more effective evaluation systems. These criteria included things like linking evaluation to school goals, gathering and using data on teacher performance, establishing feedback mechanisms, and including ways to meaningfully involve teachers in the process. Efforts to improve the technical quality of evaluation systems over the past two decades have not produced evidence of improved teaching and increased student achievement. Thus, newer thinking treats teacher evaluation as an organizational problem that includes improving school climate, having the principal become an instructional leader, and building links between school improvement, professional development, teacher evaluation and student learning. This paper presents guidelines for principals which are synthesized from the characteristics of effective evaluation systems identified in the literature. (Contains 12 online resources.)
Descriptors: Academic Achievement, Teacher Effectiveness, Principals, Feedback (Response), Educational Change, Teacher Evaluation, Federal Legislation, Educational Legislation, Program Effectiveness, Accountability, Educational Objectives, Goal Orientation, Teacher Participation, Instructional Leadership
Education Partnerships, Inc. Web site: http://www.educationpartnerships.org
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: Education Partnerships, Inc. (EPI)
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001