Term Paper: Teacher Evaluation Is a Controversial

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[. . .] .." (Weiss & Weiss, 2003, p.2) Though most teachers in the group expressed their personal confidence in ability to assist students to learn information they may have missed the year before, due to student individual development or some missing peace within the teaching skills of the previous years teacher, they feel that teacher evaluation is a way to reduce the incidence of remedial learning. (Hawley & Valli, 2003)

They also wanted to stress that some concepts are so fundamental that the student who is left behind in them could potentially be behind for their entire school career regardless of time and intent of teachers. Additionally they expressed personal concern with the time it takes to assist students with moderately remedial learning yet also concluded that in the past the time has been well spent as often times concepts reiterated for students who may have already sufficiently learned them still help all the students and may even assist students who the instructor was unaware of remedial standing on a subject. The secondary educators within the group found a passage about time management within one document to be particularly important for reference to teaching remedial and/or individualized work.

The typical secondary school teacher must teach five classes a day for 180 days a year. Assuming an average class size of 25 students, a teacher typically deals with about 125 students each day in five classes, usually with three preparations and sometimes more than one discipline. A review of the research on effective instruction indicates the key concept is individualization. Teachers cannot deal meaningfully with every student every day under this traditional schedule. (Carroll, 1994, p. 2)

Though the challenges may be different at the elementary levels, as classes stay in the same location with the same teacher all day there is arguments that the same is true of the time situation as different challenges of teaching younger less experienced students, more fundamental concepts is still relevant to serious time constraints.

The teachers also stressed that the last resort importance of teacher evaluation processes is to provide a legal precedence for the removal of teachers who are simply ineffective and fail to show improvement through successive training and interventions. (Ellis, 2003, p.1) The teachers' research reiterated their discussion topics as can be seen by the citations within the discussion section.

Group Three

Group three's question: How do the results of evaluation help you? Is probably the most subjective of the five questions but is also considered integral as the initial overall discussion within the seminar reiterated that understanding the ways in which teachers are effected by the evaluation process gives a better idea for what part of the process is effective and/or ineffective. The results of this question are integral for the determination of future best practices in teacher evaluation.

The initial group discussion of coarse cited that the evaluation process offers an outside perspective for ways in which the individual teacher might improve his or her style and expression of learning. The teachers also expressed that outcomes based on student performance on standardized works sometimes seem like the only way they can truly judge their own performance, the teachers feel that this is particularly true of situations where students do not express concerns or where students do not show signs of success or failure in other forms of evaluation. (Weiss & Weiss, 2003) Though the teachers acknowledge that outcomes standards on student performance should be a crucial component in the assessment process, the teachers feel that appropriate individual teacher evaluation process gives them an opportunity within the teaching year to improve or alter patterns before a year end standardized exam seals the fate of the students already moving forward into the next grade or even the next educational setting. (Weiss & Weiss, 2003) The teachers within the district wanted to stress the student portfolio review process that has recently been implemented, is proving the most effective way they have seen so far to help students and teachers, in real time to deal with evaluation material.

Group Four

Group four's question: What Methods are used to evaluate teachers? Was partly answered by group three's discussion of standardized testing and also in part by the general introduction to the seminar. Yet, it is clear that teachers I the Po Dunk District appreciate a new outcomes-based evaluation tool that is being used by their schools as a tool to both evaluate student performance and also teachers performance. Student portfolios are now a widely accepted way to demonstrate actual performance through the term and they are also used as an integral part of the teacher evaluation process.

Though the process can be lengthy a teacher from a single higher grade within the school spends several weeks reviewing the compilation of student portfolios for the class as part of the teacher evaluation. From this review the teacher gets a general impression of the overall class progress, thus eliminating an evaluation based on only the best or the worst examples of student work and ensuring that the whole class is generally at the level they need to be for the period of the term they are in. From this the teacher then takes notes and writes suggestions based on specific examples and compiles their findings for the school principal, who then performs a standard employment evaluation, including classroom evaluation in addition to the portfolio process. Because the process is so crucial and so appreciated by each individual teacher the process is performed three time per semester and clearly falls under the guideline associated with the NBPTS standards and those imposed by new ideas of education improvement.

A by combining clinical supervision, teacher evaluation, and inservice education, on one hand, and incentive programs and innovative instructional leadership, on the other, administrators can increase the likelihood of attracting and retaining competent and devoted professionals in their classrooms. (Ellis, 2003, p. 1)

Group Five

Group five's question: What are the factors that influence teacher evaluation? Has been answered at least in part by the preceding four groups discussion and research. Teacher evaluation is influenced by outside sources, such as public opinion and outcomes such as standardized testing scores and readiness testing for the next educational levels. The teachers in this last group wish to stress that the most important thing that should be driving teacher evaluation is individual performance on the part of both the students and the teachers.

Though the group is realistic about their belief that evaluation is integral to both improvement and excellence the driving goals of the teacher should remain to give the best educational offering to every student he or she comes into contact with in their career. The teachers stress that there are overall factors such as time constraints, low educational goals by students and simply a desire to learn that may be lacking can sometimes influence the evaluation of the teacher's ability to motivate students and control the classroom. Their research of coarse reiterated the outside influence of teacher evaluation and also reiterated their own personal experience that evaluation is only really effective if it is ongoing and provides time and opportunity for intervention in a given school year. One way their research suggested to approach the concept of continual evaluation practices was through the use of the total quality management system, outline by Andrews in TQM and Faculty Evaluation: Ever the Twain Shall Meet?, (2003)


In summary the exercise associated with teacher driven solutions to teaching evaluation has served as a crucial starting point for future continuing education on the subject and has greatly increased both educator and administrator knowledge of the process and its needs. In addition to this the major source for teacher training in the Po Dunk School District, Po University, has also gained infinite knowledge about the types of ways it can better prepare future educators for teaching.

The exercise as a fluid demonstration, through its repetitive schedule that is clearly driven by teacher needs and goals as they change through time can be used as a model for other continuing education offerings state wide.

Andrews, H.A. (2003) TQM and Faculty Evaluation: Ever the Twain Shall Meet? ERIC

Digest. Retrieved 27 July 2003 EBSCOhost at http://search.epnet.com/direct.asp?an=ED408004&db=eric&tg=AN.

Barrett, J. (2003) The Evaluation of Teachers. ERIC Digest, 12. Retrieved 27 July 2003

EBSCOhost at http://search.epnet.com/direct.asp?an=ED278657&db=eric&tg=AN.

Carroll, J.M. (1994, March). ORGANIZING TIME to Support Learning. School Administrator, 51, 26.

Ellis, T.I. (2003) Dismissing Incompetent Teachers. (2003) ERIC Clearinghouse on Educational Management: ERIC Digest, 5. Retrieved 27 July 2003, EBSCOhost at http://search.epnet.com/direct.asp?an=ED259448&db=eric&tg=AN.

2003) Teacher Competency: What Administrators Can Do. ERIC

Clearinghouse on Educational Management: ERIC Digest,9. Retrieved 27 July 2003 from EBSCOhost at http://search.epnet.com/direct.asp?an=ED259452&db=eric&tg=AN.

Harman, A.E. (2003) National Board for Professional Teaching Standards' National

Retrieved on 27 July 2003 from EBSCOhost at http://search.epnet.com/direct.asp?an=ED460126&db=eric&tg=AN.

Hawley, W.D. & Valli, L. (2003) Guide to the National Partnership for Excellence and Accountability in Teaching (NPEAT). ERIC Digest. Retrieved 27 July 2003 from EBSCOhost at http://search.epnet.com/direct.asp?an=ED426056&db=eric&tg=AN.

Weiss, E.M & Weiss, S.G. (2003)… [END OF PREVIEW]

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