Teacher Evaluation: A Comprehensive Guide to New Directions and PracticesThis handbook advocates a new approach to teacher evaluation as a cooperative effort undertaken by a group of professionals. Part 1 describes the need for changed teacher evaluation, and part 2 outlines ways to use multiple data sources, including student and parent reports, peer review of materials, student achievement results, teacher tests, documentation of professional activity, systematic observation, and administrator reports, as well as discussions of the teacher as curriculum designer and data sources to avoid. Part 3 describes tools for improved teacher evaluation, and the evaluation of other educators is outlined in part 4. School district responsibilities and activities are described in part 5. This edition adds new chapters on: (1) the role of the principal in changed teacher evaluation; (2) how districts can transform current practice; (3) use of national standards; (4) developments in using student achievement data; and (5) the development of sociologically sophisticated teacher evaluation systems. Emphasis is placed on the use of the Internet as a resource and other new resources for local development. A list of legal cases cited is included. (Contains 343 references.) (SLD) |
Contents
New Directions for Teacher Evaluation 3555 61 | 3 |
The Need for New Directions and Practices | 15 |
Principles of Teacher Evaluation | 43 |
Problems of Teacher Evaluation | 61 |
MULTIPLE DATA SOURCES FOR TEACHER EVALUATION | 89 |
Introduction to Multiple and Variable Data Sources 16 | 91 |
Student Reports | 103 |
Peer Review of Materials | 121 |
Use of Computers in Teacher Evaluation | 249 |
New School District Organizations Judging Teacher Dossiers | 257 |
Hiring Caring for and Evaluating New Teachers | 269 |
Evaluating Administrators Support Personnel and Other Teacher Groups | 289 |
Evaluating Deficient Teachers | 303 |
School District Concerns | 319 |
New Roles in Teacher Evaluation for Principals | 339 |
Making the Transition From Traditional Teacher Evaluation | 351 |
Student Achievement | 135 |
Teacher Tests | 153 |
Parent Reports | 169 |
Data Sources to Avoid | 221 |
Beyond Portfolios to Teacher Dossiers | 235 |
Justifying a School District Teacher Evaluation System | 359 |
Using Teacher Evaluation Data | 383 |
References | 395 |
Legal Cases Cited | 409 |
Other editions - View all
Teacher Evaluation: A Comprehensive Guide to New Directions and Practices Kenneth D. Peterson No preview available - 2000 |
Common terms and phrases
administrator reports analysis assessment audiences beginning teachers behavior Chapter clinical supervision costs current practice curriculum data gathering Davis School District decisions described document Educational Evaluation Evaluation Unit evidence example expectations Focus groups goals Hoogeveen important improvement individual teachers inservice instruction involved judges judgments Kauchak King City leadership Lortie ment monitoring parent surveys participation peer review personnel evaluation Peterson political portfolios present principal problems procedures profes professional activity pupil achievement data ratings reassurance recommended reliability require responsibility review of materials role sample school district Scriven selection sociological Spearman's rho specific standards strategies student achievement student learning student reports studies summative teacher dossiers teacher evaluation data teacher evaluation practice teacher evaluation system teacher knowledge teacher performance teacher quality Teacher Review Panel teacher tests teaching test scores tion topics University of Utah validity