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|Title:||Case studies of teacher evaluation systems viewed as successful in suburban high school districts|
|Author(s):||Elmen, Gary Warren|
|Doctoral Committee Chair(s):||McGreal, Thomas L.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Tests and Measurements
|Abstract:||This study seeks answers to why certain teacher evaluation systems are viewed as successful in improving and maintaining the quality of instruction in Chicago suburban public high schools. The review of the literature explores the two expressed purposes of teacher evaluation: summative and formative evaluation. The review also examines state evaluation laws, the impact of collective bargaining, theory, and context considerations. It reveals specific areas of dissatisfaction expressed by teachers and administrators. The review also presents the factors that knowledgeable professionals and researchers believe are important to an effective teacher evaluation system.
Through an initial survey of suburban public high schools which have department heads, the study ascertained which of their teacher evaluation systems are viewed as successful by both teachers and evaluators. Case studies targeting the teacher evaluation systems were then conducted in two of the districts where the systems appeared to be most successful.
The findings that emerged showed that various factors can contribute to the perceived successfulness, but their individual impact can be affected by influences within a specific school context. Several possible avenues to success are suggested by the findings. The evaluation system can build upon what the school values. Its design should match its purpose. Involving teachers in designing the evaluation system can strengthen its credibility. Supervisory practices and staff development activities can mesh in a planned, compatible way with evaluation. Sufficient time and frequency can contribute to successful evaluation. Clear communication about the types of observations and data to be used in evaluation can reduce anxiety. Training for evaluators and teachers can contribute to success. The evaluation system can evolve in response to experience. Visible leadership and attention by the top leaders can contribute to success. Department heads can exercise credible instructional leadership in teacher evaluation. When written documents prescribing the evaluation system match the actual practice, that can foster credibility of the system. Rating teachers can divert their attention from information about their formative growth. Though the teachers' association and collective bargaining can have a limiting effect on evaluation practices, that does not necessarily have to hinder the summative and formative purposes.
|Rights Information:||Copyright 1995 Elmen, Gary Warren|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9543581|