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ERIC Number: EJ1076425
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Reference Count: 89
Teacher Performance Appraisal: More about Performance or Development?
Australian Journal of Teacher Education, v40 n9 Article 6 Sep 2015
Given that "teacher appraisal can be a key lever for increasing the focus on teaching quality" (OECD, 2013b, p.9) and that many reforms in the past have failed (Kleinhenz & Ingvarson, 2004), an understanding of the various aspects of successful performance appraisal is essential. The literature has begun to refer to a number of factors that support the development of an effective performance and development system. This paper discusses some of the key research connected with teacher performance appraisal, including aspects and outcomes and points to the need for a better understanding of how they are connected to bigger ideas. Highlighting the importance of an enhanced understanding of performance appraisal as a discursive approach to building teaching quality, this paper identifies elements that need further research if we are to grasp the implications of performance appraisal.
Descriptors: Foreign Countries, Teacher Effectiveness, Teacher Evaluation, Standards, Value Added Models, Teacher Attitudes, Educational Change, Pedagogical Content Knowledge, Academic Achievement, Correlation, Feedback (Response), Teacher Education, Elementary Secondary Education, Higher Education
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Australia