Teacher Evaluation 張媛甯 資料來源:Handbook on Teacher Evaluation (Chapter 1-3)

Teacher Evaluation
資料來源:Handbook on Teacher Evaluation
(Chapter 1-3)
J. H. Stronge & P. D. Tucker 著
Identifying Evaluation Purposes
The performance improvement purpose
– Related to personal growth and development
– Formative nature
The accountability purpose
– Reflects a commitment to the professional goal of
competence and quality performance
– Summative nature and relates to effectiveness of
educational goal
Linking professional growth and
accountability in teacher evaluation
Improved teaching=School improvement
3-level improvements
– Improvement in performance of individual teachers
– Improvement of programs and services to students,
parents, and community
– Improvement of the school’s ability to accomplish
its mission
Key components of constructive
climates for teacher evaluation(1)
Communication in evaluation
– Public communication
– Private communication
Commitment to evaluation
– Establishing a culture for teacher evaluation
– Organizational commitment
Establishing teaching excellence
Allocating time and attention to the implementation
Devoting available resources (funds & counsel)
Key components of constructive
climates for teacher evaluation(2)
Collaborative in evaluation
– Maintaining trust is key to developing a sense of
“Teacher evaluation is not an event but a
dynamic, evolving process.”
Guidelines for developing and implementing
quality teacher evaluation systems
Relate the overall teacher evaluation system and
individual performance roles to goals of the
Consider the context of teacher evaluation
Base teacher evaluation on clearly defined job duties
Use multiple sources of evidence to document teacher
Design and use a performance assessment rubric to
make fair judgments in teacher evaluation
The overall teacher evaluation system should
facilitate professional growth and improved
Background and context: the role of
the teacher changed over time
Fundamental expectation
– Subject matter expertise
– Ability to plan lessons
Additional expectation
– Assessment
– Communication and community relations
– Ongoing development
Major frameworks
Interstate new teacher assessment and support
consortium (INTASC) standards
National board for professional teaching
Models of teacher evaluation
Teacher trait model
Process-oriented model
Duties-based evaluation
Goals-based evaluation
Professional growth model
Standards for quality personnel evaluation
The hybrid modelGoals and Roles Evaluation Model
– The improvement efforts of individuals must be
embedded in larger organizational change efforts
– Encourage the improvement of professional
educators as a means of improving the school
system as a whole
The hybrid modelGoals and Roles Evaluation Model
– To contribute to the successful achievement of the
goals and objectives of the whole school system
– To improve the quality of instruction by assuring
accountability for classroom performance
– To provide a basis for instructional improvement
through productive teacher appraisal and
professional growth
– To create a collaborative process for evaluation
between teacher and administrator
The hybrid modelGoals and Roles Evaluation Model
Key features
Use of straightforward, understandable language
Systematic approach to evaluation
Emphasis on communication through the evaluation
– Legally and technically sound evaluation system
– Use of multiple data sources
The hybrid modelGoals and Roles Evaluation Model
Step in the Goals and Roles Evaluation Model
– Development phase
Identify system needs
Develop job performance standards
Set performance criteria
– Implementation phase
Document performance
Evaluate performance
Improve and maitain performance & professional service