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ERIC Number: EJ814363
Record Type: Journal
Publication Date: 2008-Oct
Pages: 6
Abstractor: As Provided
Reference Count: 6
ISBN: N/A
ISSN: ISSN-0013-1784
Fixing Teacher Evaluation
Toch, Thomas
Educational Leadership, v66 n2 p32-37 Oct 2008
Because they focus on the quality of instruction, teacher evaluations can be powerful catalysts for teacher and school improvement. But today, the typical teacher evaluation consists of a single, fleeting classroom visit by an administrator untrained in evaluation. Often he or she wields a checklist of classroom conditions and teacher behaviors that don't focus directly on the quality of instruction. Several models of evaluation demonstrate that it's possible to evaluate teachers in much more productive ways. These models use explicit standards to evaluate teachers, are based on multiple measures, and involve multiple evaluators and evaluations. Because comprehensive classroom evaluation systems are more labor-intensive, they are more expensive than principal drive-bys or evaluations based on test scores. But they are an investment worth making because they improve teachers' performance and signal to teachers that they are professionals doing important work. (Contains 2 endnotes.)
Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut; District of Columbia; New York; Ohio; United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001