ERIC Number: EJ871676
Record Type: Journal
Publication Date: 2010
Reference Count: 18
Are US Teachers Making the Grade?: A Proposed Framework for Teacher Evaluation and Professional Growth
Weems, Denise M.; Rogers, Carolyn B. H.
Management in Education, v24 n1 p19-24 2010
Teacher evaluations are often designed to serve two purposes: to measure teacher competence and to foster professional development and growth. A teacher evaluation system should give teachers useful feedback on classroom needs, the opportunity to learn new teaching techniques, and counsel from principals and other teachers on how to make changes in their classrooms. To achieve these goals, evaluators must first set specific procedures and standards. The standards should relate to important teaching skills and be as objective as possible. This article reviews the elements of current trends in teacher evaluation instruments and proposes a tool that will focus on quality instruction for the experienced and new teacher. The Framework for Teacher Evaluation and Professional Growth provides flexibility for both the school system and the educator. The Focused Assessment and Professional Growth components of this plan allows the teacher and administrator (evaluator) to effectively tailor the evaluation to align with identified student needs, educator needs, school improvement plans, and system needs, as well as building on the existing knowledge of an educator's performance.
Descriptors: Feedback (Response), Evaluators, Teacher Evaluation, Teaching Skills, Teaching Methods, Professional Development, Administrator Evaluation, Educational Improvement, Federal Legislation, Teacher Effectiveness, Academic Achievement, Mentors, Classroom Techniques, Peer Evaluation, Models, Portfolio Assessment
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001