Teacher Evaluation

Guide to Effective Practice
1995
ISBN: 978-0-7923-9674-1
Verlag: Springer Netherlands

Buch, Englisch, Band 41, 400 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 1280 g

Reihe: Evaluation in Education and Human Services

is organized around four dominant, interrelated core issues: professional standards, a guide to applying the Joint Committee's , ten alternative models for the evaluation of teacher performance, and an analysis of these selected models. The book draws heavily on research and development conducted by the Federally funded national Center for Research on Educational Accountability and Teacher Evaluation (CREATE). The reader will come to grasp the essence of sound teacher evaluation and will be able to apply its principles, facts, ideas, processes, and procedures. Finally, the book invites and assists school professionals and other readers to examine the latest developments in teacher evaluation.

Zielgruppe

Research

Autoren/Hrsg.

Stufflebeam, D. L.

Shinkfield, Anthony J.

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung Schulevaluation, Schulinspektion
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

1 Historical Perspectives of Teacher Evaluation.- Pre-World War II.- Post-World War II Until the Mid-1970s.- The Late 1970s to the Present.- Future Challenges in Evaluation.- A National Center for Research on Teacher Evaluation and Dissemination of Outcomes.- The Praxis Series: Professional Assessments for Beginning Teachers.- The National Board for Professional Teaching Standards.- Conclusion.- References.- 2 Standards and Criteria for Teacher Evaluation.- Preamble: The Place and Importance of Standards.- References.- Professional Standards for Assessing and Improving Teacher Evaluation Systems.- Criteria for Performance-Based Teacher Assessments: Validity, Standards, and Issues.- 3 School Professionals’ Guide to Improving Teacher Evaluation Systems.- Preamble: A GUIDE to Improving Teacher Evaluation Systems.- Teacher Evaluation: Its Purpose, Meaning, and Improvement.- Organizing a Participatory Project to Improve Teacher Evaluation.- Profiling the Current Teacher Evaluation System.- Determining which Personnel Evaluation Standards Are Met by the Present Evaluation System.- Deciding and Planning How to Improve the Teacher Evaluation System.- Improving the Current Teacher Evaluation System.- Planning and Implementing the Evaluation Improvement Project.- References.- Form for Documenting a Teacher Evaluation System.- Questions to Be Answered in Addressing the Personnel Evaluation Standards.- 4 Models for Teacher Evaluation.- Preamble: Overview of Alternative Models.- Madeline Hunter: Instructional Effectiveness Through Clinical Supervision.- Thomas McGreal: Characteristics of Successful Teacher Evaluation.- Appendix: An Example of an Evaluation System That Reflects the Commonalities of Successful Systems.- Edward Iwanicki: Contract Plans—A ProfessionalGrowth-Oriented Approach to Evaluating Teacher Performance.- Getting Value from Teacher Self-Evaluation.- Richard Manatt: Teacher Performance Evaluation.- Toledo School District: Intern and Intervention Programs.- Principal and Peer Evaluation of Teachers for Professional Development.- The National Board for Professional Teaching Standards: Assessing Accomplished Teaching.- The Tennessee Value-Added Assessment System (TVAAS): Mixed Model Methodology in Educational Assessment.- An Accountability System Featuring Both “Value-Added” and Product Measures of Schooling.- 5 An Analysis of Alternate Models.- A Summary of the Purposes of the Ten Models Selected in Chapter 4.- An Examination of the Models Against the Joint Committee’s Standards.- The Worth of the Presented Models for Decision Making.- References.