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The discussion includes specific examples from two districts, namely, the Midwest School District and South Central Texas School District. The final section provides some recommendations that will help educators design a better evaluation system for the 21st century.
The incongruity of teacher evaluation is that it has the capability to significantly contribute to the growth and improvement of every teacher, but in reality it helps only a very few people. The capability of teacher evaluation is widely known. Almost all states mandate standard evaluation in compliance to the law and validate such mandates, partly, based on the obligation of teachers to improve. Most districts have collective bargaining contracts or rules specifying evaluation processes. In fact, numerous of the major educational reforms in the United States (e.g. career ranking, performance incentive/merit pay, etc.) are rooted in the belief that strong, effective evaluation processes can be formulated.
Even so, in truth, teacher evaluations performed in most schools are short, inconsistent, formal procedures requiring several instances of classroom inspection every year at least accompanied by the accomplishment of a compulsory evaluation document, which is approved by all involved entities and then stacked away to oblivion. When this takes place, state law provisions and requirements of the collective bargaining contract have been satisfied, but in reality nothing valuable is accomplished for the teachers, schools, students, or community (Marsh, 2009). This essay, on the first part, discusses the history, trends, and effectiveness of teacher evaluation in the United States. The second part discusses the similarities and differences between two distinct district teacher evaluation. And the third part spells out the features of an ‘ideal’ teacher evaluation in the 21st century.
Teacher evaluation originated from the evaluative role of the
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Various program evaluations have been designed and deemed fundamental in helping organizations determine the needs, outcomes, and budgetary issues, of different programs for them to continually improve (Alford, 2010; Mishra, Vijayshri, & Garg, 2009).
When we put our name to something, we often answer or act the way we feel others in authority would want us to act or answer. Having the questionnaire be anonymous encourages honesty in reporting. This is a very fundamental concern because bias of any sort will make the information conveyed on the report of little use.
Psychological competence has been defined in the American Psychological Association (APA) ethics and code of conduct which specifies the minimum requirements required of a clinical psychologist. Clinical psychologists are issued with licenses under the Clinical Psychologists Licensing Act and it is mandatory that they do not continue with education after being issued with the license.
It promotes essential objectives of the state such as developing individuals who are well educated and producing a highly skilled work force (teachers and administrators). The program can be well understood. The process of application and the structure of award are clearly defined.
He compares the system to the way it was earlier when students who came out of high school were equipped enough to attain jobs without having to go to college. Gutting suggests that the education standards of the United States be raised, because he feels that time that students spend in college should be better spent doing other activities.
The greatest challenge that a principle faces while evaluating a teacher is the effectiveness of the way he teaches. This is a challenging task because a teacher needs to keep in mind the school rules and policies while selecting his or her teaching method plus the grades are not the only proof of how well the teacher is teaching.
for these schools to get funds from the merit award program, their districts are required to develop a pay plan based on performance which meets the requirements of the program. Merit award program provides a supplement payment not lower than five percent (5%) and not exceeding
Therefore, nurse managers have an obligation to ensure the creation and adoption of strategies that ensure improvement or change strategies are effectively communicated in order to simplify the process. This discussion offers an explanation of my evaluation
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