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1.
Educational reform in Australia recognizes the need for an effective teacher evaluation system but has fallen short of actually prescribing one. Current practice does not align to policy intent, with teacher evaluation largely an exercise in compliance around performance management as opposed to a process that promotes evaluative thinking, continuous improvement and connection to student outcomes. The recent introduction of the Australian Professional Standards for Teaching has gone some way to providing a common language and the idea of a nationally acceptable pathway for teacher development and performance. Nonetheless, two things are missing in the Australian context: the privileging of developing evaluative mindsets in teachers and school leaders and the tools and methods that provide the ‘how’ of evaluation and support this thinking. Situated against a period of reform in Australia’s diverse federal and multi-sectoral education system, this article first provides an analytical review of the Australian approach to teacher evaluation. It then presents two innovative approaches that support the process of evaluation and the broader information needs of an evaluation system while developing teachers’ and school leaders’ evaluative thinking which engages evidence-informed change and ultimately more sustainable outcomes for the education system. 相似文献
2.
Monica Taylor Jennifer Goeke Emily Klein Cynthia Onore Kristi Geist 《Teaching and Teacher Education》2011,27(5):920-929
This paper presents findings from a three-year, qualitative study of teachers enrolled in a Masters of Teacher Leadership program. Researchers sought to understand the ways teachers’ beliefs about and understandings of teacher leadership were affected by their participation in a formal teacher leadership program, as well as the kinds of actions they took up as a result of this participation. Data indicate three significant ways participants’ work as teacher leaders was developed and enhanced, including: (a) identifying and amplifying their professional voice, (b) deepening and extending their voice as they plan, and (c) reframing their work/shift responsibility through constructing widening circles of influence and impact. Authors identify implications of their research for growing teacher leaders, school improvement and change, changing school culture, enhancing student engagement, and building new structures. 相似文献
3.
There is a general doubt on whether teacher evaluation can contribute to teachers’ professional development. Recently, standards-based teacher evaluation has been introduced in many countries to improve teaching practice. This study wants to investigate which teacher evaluation procedural, leadership, and teacher characteristics can stimulate teachers’ feedback utility perceptions and professional learning activities in the context of teacher evaluation. Data were collected in 32 secondary schools from 298 teachers and 32 school leaders, both quantitatively and qualitatively. We put forward a research model which is investigated through path analysis. Results nurture optimism about teacher evaluation indicating that teacher evaluation can stimulate teachers to undertake professional learning activities when they perceive feedback as useful. The important role of the school leader (through both instructional and transformational leadership) is stressed. Teacher participation and teacher collaboration also have a positive influence on teacher evaluation and its outcomes. 相似文献
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Rachel Garver 《教育政策杂志》2020,35(5):623-647
ABSTRACT Research on recently adopted methods for teacher evaluation are largely focused on issues of validity and pay less attention to the consequences of implementation for the everyday practices of teaching and learning in schools. This paper draws on an ethnographic case-study to argue that the joint tasks demanded by neoliberal teacher evaluation policies structure interactions among teachers and between teachers and administrators in ways that erode professional culture. Implications for policymakers, school leaders, and teachers are considered. 相似文献
6.
Wilfried Admiraal Joke Kruiter Ditte Lockhorst Wouter Schenke Henk Sligte Ben Smit 《Studies in Continuing Education》2016,38(3):281-298
It is commonly understood that teachers in secondary school should develop throughout their career in order to stay as an essential factor in student learning. Schools can offer opportunities to link teachers’ professional learning to their school practice with a positive impact on teachers’ motivation to learn and the effectiveness of their learning. In this field study, teachers, school leaders, policy-makers, educational consultants and educational scholars were asked for their perceptions of conditions for teacher learning in school and of interventions in school to enhance teacher professional learning. These conditions and interventions were understood as affordances in schools that enable and support teacher professional learning. The main affordance in school these stakeholders mentioned was an open, but critical way in which teachers share their practices, collaborate and reflect upon their teaching practice. Collaborative practices seem to stimulate many interventions of teacher professional learning in school. Two implications of this finding are discussed. First, we suggest that the maximum teaching time should be reduced, team teaching should be more implemented or classes should be scheduled in such a way that teachers can meet. Second, distributed leadership approaches match with our findings about the role of school leaders in teacher professional learning. 相似文献
7.
Since the turn of the century, teacher evaluation has been introduced around the world with the intent to improve teaching. However, in the literature on teacher evaluation, often findings reveal critical accounts about the effectiveness of feedback in teacher evaluation for teacher and school improvement. This article presents a qualitative study in eight schools where teachers did indicate to find the feedback they discussed with school leaders during teacher evaluation processes useful. In this study, we investigate whether we can identify what teachers actually do with this feedback and which factors contribute to their response. Our findings demonstrate the importance of school organizational characteristics and an integrated leadership approach for the feedback response of teachers. Also, our findings reveal how teacher evaluation is used in these schools to further school improvement. 相似文献
8.
Teacher professional standards globally now include a stronger emphasis on teacher research and evaluation skills. Yet, little is known about how to build these capacities through teacher education. This paper reports on a systematic literature review conducted to synthesize the literature about approaches to improving research and evaluative skills and attitudes in teachers. A total of 19 studies were included. The field is largely dominated by small qualitative studies that focus on teacher action research as a facilitator of professional development. There is a substantial and highly problematic gap in the research specifically in relation to building evaluation skills in teachers. Recommendations include a stronger investment in teacher education focussed on evaluation and evaluative thinking, which holds significant potential to positively impact the professional practice of teachers and student learning outcomes. 相似文献
9.
This paper analyzes the relationship between teacher evaluation policies in Chile and Uruguay, teacher professional development, and teacher performance effectiveness. The analysis tries to understand the extent to which the existing processes for teacher evaluation stimulate an improvement in the quality of teaching. The comparison of two national cases with similar educational results but radically different educational policies allows the authors to take a close look within the ‘black box’ of educational policy-making. The paper is based on in-depth analysis of the PISA survey to heads of schools and in-depth interviews with teachers, heads, and key informants. The paper finds that policies aiming to strengthen teacher development and teacher performance through teacher evaluation cannot be understood in dichotomist ways; lack of attention to teachers’ perspectives and unintended effects of policy implementation can lead to marginal effects. Uruguay, where teacher evaluation policies have weak practical effects, has managed to obtain similar educational results to Chile. However, the experience of Chile shows that teacher evaluation can have an effect on teacher professional development and, in the long run, this may have an effect on the quality of teaching and student results. 相似文献
10.
A multifaceted approach to teacher induction 总被引：1，自引：0，他引：1
The purpose of this study was to determine the implementation and effectiveness of the components of two middle school induction programs through the perceptions of three participant groups – new teachers, mentor teachers, and principals. Effectiveness was defined as a systematic processes embedded in a healthy school climate that met new teachers' personal and professional needs. Data indicated that each element of the induction program – principal and new teacher interaction; mentor teachers; collaborative structures; professional development; and new teacher orientation – met different needs of the new teacher. This multifaceted approach appeared to effectively support new teachers. 相似文献
11.
The alignment of professional development and teacher evaluation has been a growing concern in teacher professional development practices. The issue of how teacher evaluation can help authentic professional development is important in that teachers only learn what is real, useful and valuable to them. Based on our reflections on current professional development in Taiwan, this article challenges the dominant evaluation-led approach to professional development, in which much attention and energy of policy-makers and educators is devoted to establishing extensive programmes and standards that might not be relevant to teachers’ concerns. We draw upon Habermas’ notion of system and lifeworld to sense-make and to theorise why it can be difficult for teachers to engage the entirety of their personhood with a policy agenda of pursuing system integration and efficiency whereby teachers’ learning actions become strategic. We argue for considering teacher development from an alternative, lifeworld perspective in which teachers and teachers’ subjectivities in striving to achieve what matters and makes sense to them are placed centre stage. Although the evaluation mechanism plays a role in avoiding the devolution of professional development into mere subjectivism, it is reductive to treat teacher professional development not only as distinct but also as requiring evaluation items and overlooking the importance of maintaining teacher development as a tacit, authentic process of knowing. We finally juxtapose the two approaches and their contrasting characteristics and describe implications for planning teacher professional development so that policy-makers and educators can reflect on their mindsets and implementation and modify their programme planning and strategies accordingly. 相似文献
12.
May Britt Postholm 《Teachers and Teaching》2013,19(3):320-333
ABSTRACTThis article focuses on teacher educators’ role and how it was enacted and experienced by teachers and leaders in a school-based development project. The arena for the teachers’ professional development was the school, and teacher educators at one teacher-education institution and three schools took part in the research. Teacher educators, teachers and school leaders were interviewed two years and two months after they formally took part in the project, for one year in a pilot program and afterward for three semesters. The findings show that the teacher educators enacted their roles differently, and that they realise that they should have collaborated more and coordinated their experiences from collaborations with teachers and leaders to learn from their experiences in school. The leaders and teachers were satisfied with the teacher educators’ lectures, but the teachers wanted more dialogue with teacher educators and felt that teacher educators should have helped them transform their knowledge into teaching actions in practice. Teacher educators taking part as supporters in teachers’ practice truly could infiltrate instruction and learning. The study demonstrates that culture, structure and content need to be coordinated to enhance school-based development. 相似文献
13.
刘慧 《上海教育评估研究》2021,10(2):39-43
评价是高校教师管理的重要环节。美国圣马特奥社区学院教师评价制度由以"教师专业发展、学术自由"为重点的评价目的、以"终身制教师"为核心的多类教师评价对象、以"一般标准为基础、具体标准为补充"的标准、以"超出预期、达到要求、需要改进、不满意"为评价等第、以"期待改进、提高绩效"为目标等五个方面构成。其经验启示我国高校教师评价应考虑教师权利、尊重教师个人差异、注重教师绩效改进和挖掘评价结果的价值。 相似文献
14.
Teacher effectiveness evaluations are considered an effective mechanism for promoting teacher growth. We implemented teacher effectiveness evaluations in three Chinese secondary schools over two years and (a) developed an action research framework for school-based teacher evaluations composed of five links, i.e., purpose and consensus, data collection and analysis, data interpretation and feedback, data use, and evaluation of the actions and (b) found that “school-based” instruments of student ratings have valid statistical properties, and teacher effectiveness can be regarded as a single-factor holistic concept in different schools. We also (c) analysed 2-year longitudinal data and identified changing trajectories of teacher effectiveness as an example for data feedback and use. Teacher effectiveness presents changing trajectories for different subgroups, representing different ecologies in three schools and provides insights for teacher growth. A (d) meta-evaluation of the actions shows that most teachers are positive about this evaluation, although differences are observed between schools. 相似文献
15.
研究证明,教师领导对教师专业发展和提高学生的学术成就有一定的好处。然而,教师领导不会自动实现,它需要人为的努力,并为其扫清障碍。在中国内地,教师领导面临着三大障碍:(1)行政权力对教师自主与选择的压抑;(2)应试教育对教师领导多方面的破坏;(3)行政对骨干教师各方面的支持不足。与此相应,发展教师领导需要三个基本条件:一是权力下放和市场介入,二是重建教师发展的专业价值,三是学校领导给予领袖教师更多的支持。 相似文献
16.
Susan L. Swars Stephanie Z. Smith Marvin E. Smith Lynn C. Hart 《Journal of Mathematics Teacher Education》2009,12(1):47-66
The universal emphasis in mathematics education on teaching and learning for understanding can require substantial paradigmatic
shifts for many elementary school teachers. Consequently, a pressing goal of teacher preparation programs should be the facilitation
of these changes during program experiences. This longitudinal, mixed methods study presents a thorough investigation of the
effects of a distinctive teacher preparation program on important constructs related to prospective teacher preparedness to
teach mathematics for understanding, including mathematics pedagogical and teaching efficacy beliefs, mathematics anxiety,
and specialized content knowledge for teaching mathematics. The results indicate that the programmatic features experienced
by the prospective teachers in this study, including a developmental two-course mathematics methods sequence and coordinated
developmental field placements, provided a context supporting teacher change. These shifts are interpreted through the nature
and timing of the experiences in the program and a model of teacher change processes. The findings provide insights for mathematics
educators as to the outcomes of these programmatic features. 相似文献
17.
Based on a 5-year naturalistic evaluation of an urban university-school collaborative that focused on preparing teachers for urban schools, this analysis was initiated to determine to what extent inequalities between the university and school personnel mitigated the attainment of intended outcomes. Results indicated that some positive change occurred, such as professors and teachers learning to speak the same language on instructional teams, which led to improved field experiences for students. However, cultural differences with concomitant inequities between school and university personnel prevented more permanent change. Inequities of power were inadvertently written into the proposal and were exacerbated at two levels: (1) the collaborative policy board, in which districts, due to larger representation, wielded greater power over budget and hiring in the collaborative; and (2) instructional teams where professors wielded power over several teachers with resistance from teachers. By the end of 5 years, the funded portion of the urban teacher education program that included a collaborative policy board and instructional teams had fallen mostly by the wayside. Cooperation between professors and teachers reverted to precollaborative levels with only loose coupling remaining. Preservice students continue to do field experiences in the professional development schools under supervision. The university education unit recognized the benefits, but continues to struggle with how to revive the level of cooperation that began with the urban program and to create long term partnerships that go beyond mere placement of students into the field. 相似文献
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A substantial amount of professional development and implementation has moved towards teachers and teacher leaders in recent years. Previous works have examined how teachers, teacher leaders, or administrators perceive teacher leadership in school reforms, but few have advanced all three perspectives simultaneously. Drawing upon over 200 interviews, we examine how leadership is distributed and the tensions and dynamics arising among these three groups in a teacher-led school reform. Two main themes emerged from our analysis: minimizing conflicts with teachers was important to teacher leaders, and the distribution of leadership between administrators and teacher leaders changed the status and normative roles of teacher leaders. 相似文献
20.
Accountability policy in the United States requiring school districts to design and implement state policy-directed teacher evaluation systems that utilize multiple measures, most often observations of professional practice and student achievement data, has been reflective of shifting international public discourse surrounding educational accountability, specifically related to teacher quality. Although the most recent wave of policy change provides states some flexibility in determining how teachers are evaluated, many are still mired in debate on how to improve teacher professional practice and increase student learning. This study examined the perceptions of school administrators and teachers in a large, suburban, public school district regarding their district’s new teacher evaluation system. Understanding the convergent and divergent views of participant groups regarding how (i.e., the standards by which) they defined and measured the effectiveness of the evaluation system is necessary to not only better understand their lived experiences but also to potentially inform policy change. 相似文献