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ERIC Number: EJ1002847
Record Type: Journal
Publication Date: 2012-Nov
Pages: 4
Abstractor: ERIC
Reference Count: 3
ISSN: ISSN-0013-1784
Lessons from Korea
Seo, Kyounghye
Educational Leadership, v70 n3 p75-78 Nov 2012
In 2010, after several years of strong opposition from teachers, the South Korean government announced a new teacher evaluation system--Evaluation of Teacher Professional Development--which would be required for all teachers. The new system seeks to foster teacher professional development and, consequently, improve the quality of education. Whereas the traditional system relied exclusively on the principal's judgment of teacher performance, the new system involves multiple evaluations conducted by multiple evaluators. For example, in the required peer review, at least three teachers and the school principal assess their colleague's practices. The system also calls for student surveys, in which students in grades 4-12 assess their teachers, as well as parent surveys, in which parents evaluate their children's teachers. Evaluators score the teacher in a variety of competencies using a 5-point Likert scale, with 1 being the lowest score and 5 the highest. According to research (Kim & Kim, 20112) conducted on the effects of the new teacher evaluation system, a majority of teachers felt it had little effect on their professional growth. In this article, the author shares what educators in South Korea have learned about their new national teacher evaluation program and how they are trying to fix it.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea