ERIC Number: EJ1100733
Record Type: Journal
Publication Date: 2016-May
Abstractor: As Provided
Reference Count: N/A
Teacher Evaluation Reform: Focus, Feedback, and Fear
Donaldson, Morgaen L.
Educational Leadership, v73 n8 p72-76 May 2016
How are teachers experiencing the more rigorous teacher evaluation systems that many states have mandated in recent years? Donaldson, who has studied teacher evaluation reform over the past eight years, shares insights from a study of 14 Connecticut districts that have implemented the state's 2012 teacher evaluation reforms. In surveys and interviews with hundreds of educators, she found that teachers favored the general aims of evaluation reform. They wanted to raise standards for professional practice and they favored using multiple measures of teacher performance. They valued the feedback they received from more frequent observations and post-observation conferences--but they noted that principals were struggling to find the time to provide this feedback. They also shared that the new evaluation systems were causing tension, stress, and anxiety. The author fears that the demands of new teacher evaluation systems will lead many schools to revert to the traditional, ineffective model--and she urges schools to learn from experience and remain committed to implementing reforms.
Descriptors: Teacher Evaluation, Educational Change, Fear, State Standards, Teacher Attitudes, Barriers, Program Effectiveness, Educational Objectives, Surveys, Interviews, Feedback (Response), Observation
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Connecticut