Evaluating teachers: An alternative model

Haefele, Donald L.

doi:10.1007/bf00126826

Cited by 12 publications

(19 citation statements)

References 15 publications

(17 reference statements)

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“…Advocacy of greater professional authority in education have generally focused on teacher education and preparation (e.g., Darling-Hammond, Wise, and Klein 1995;Holmes Group 1986; also see Labaree 1992), but includes accountability; for example, Wise has been concerned with the deskilling of teachers since Legislated Learning (1979). In general, the critics of standardized testing seek greater teacher autonomy and respect from the public, and in that way we might call professionalism the central value of the dissenters (e.g., Darling-Hammond 1988, Haefele 1992. Wise and Leibbrand (1993: 135) write that, "Hallmarks of a profession include mastery of a body of knowledge and skills that lay people do not possess, autonomy in practice, and autonomy in setting standards for the field."…”

Section: The Political Weaknesses Of Professionalismmentioning

confidence: 99%

“…As Strike (1990: 362) noted, "Professionalism is nondemocratic in that it appeals to political values other than those of popular sovereignty to legitimate its authority." Peer review of teaching (e.g., Haefele 1992) is a case in point. Civil rights activists may not want teachers to have virtually unlimited autonomy in the classroom.…”

Section: The Political Weaknesses Of Professionalismmentioning

confidence: 99%

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The Political Legacy of School Accountability Systems

Dorn

1998

EPAA

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The recent battle reported from Washington about proposed national testing program does not tell the most important political story about high stakes tests. Politically popular school accountability systems in many states already revolve around statistical results of testing with high-stakes environments. The future of high stakes tests thus does not depend on what happens on Capitol Hill. Rather, the existence of tests depends largely on the political culture of published test results. Most critics of high-stakes testing do not talk about that culture, however. They typically focus on the practice legacy of testing, the ways in which testing creates perverse incentives against good teaching. More important may be the political legacy, or how testing defines legitimate discussion about school politics. The consequence of statistical accountability systems will be the narrowing of purpose for schools, impatience with reform, and the continuing erosion of political support for publicly funded schools. Dissent from the high-stakes accountability regime that has developed around standardized testing, including proposals for professionalism and performance assessment, commonly fails to consider these political legacies. Alternatives to standardized testing which do not also connect schooling with the public at large will not be politically viable.

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Section: The Political Weaknesses Of Professionalismmentioning

confidence: 99%

Section: The Political Weaknesses Of Professionalismmentioning

confidence: 99%

The Political Legacy of School Accountability Systems

Dorn

1998

EPAA

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“…Geleneksel öğretmen değerlendirmesinde üst üst ilişkisini temel alan bir biçim esas alınmaktadır (Gitlin ve Smyth, 1989;Haefele, 1992;Lower, 1987). Gitlin ve Smyth (1989) bu durumu hiyerarşi ve bürokrasiye dayalı yakından gözetimi savunan ve meslektaşlık ve eğitici ilişkilere dayalı yansıtıcı güçlere karşı çıkan ideolojik yaklaşımlar arasındaki sessiz bir mücadele biçimi olarak nitelendirmektedir.…”

Section: Introductionunclassified

“…Bu anlayışta denetim öğretmenlerin yetersiz olduğu ve yardıma muhtaç olduğu fikri ile gerçekleştirilir (Andrews ve Barnes, 1990). Bu nedenle geleneksel değerlendirme süreci sert eleştirilere maruz kalmaktadır (Haefele, 1992;Sergiovanni ve Starratt, 2006).…”

Section: Introductionunclassified

“…Öğretimsel denetim, öğretmenlerin öğretimsel veya kişisel problemlerini daha iyi çözme, informal mesleki kararlar alma yeteneği kazanma veya öğretimini sorgulaması için ihtiyaç duyduğu bilgi, becerilerin geliştirilmesi süreci (Sergiovanni ve Starratt, 2006) olarak tanımlandığında, yukarıda ifade edilen araştırmaların amaçlarının da birçoğunu karşıladığı söylenebilir. Bu düşünceden hareketle sürecin "meslektaş denetimi" olarak kavramsallaştırılmasının ve alternatif bir denetim yaklaşımı olarak görülmesinin (Haefele, 1992;Kumrow ve Dahlen, 2002) daha uygun olacağı söylenebilir.…”

Section: Introductionunclassified

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Peer Supervision: Its Applicability in Turkey and Assessment in terms of Some Supervision Principles

Gündüz¹,

Akar²

2017

IOJES

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A K?12 faculty salary-growth model that provides equitable strategic increments

Koehler

1996

J Pers Eval Educ

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Since the publication of the report, "A Nation at Risk," by the U.S. Department of Education in 1983, over 300 studies at enormous cost in dollars and effort (Tobias, 1992) have reported alarming K-12 educational shortcomings and called for rectification without including a rectifying modus operandi. A study of the comprehensive summaries of the subsequent rectifying attempts across the nation (Frase et al., 1992) revealed a variety of flawed incentive-pay programs, a dearth of benefits, and enormous costs. These programs were flawed because they were based on arbitrary criteria with arbitrary weighting factors instead of underlying principles, and were superimposed on the flawed traditional teacher-pay plan. The following sections of this article include some results of a study that had the following purposes: (1) to identify the gross flaws in the traditional teacher-pay plan and some consequential educational shortcomings: (2) to use the process of science to develop and empirically validate a salary-growth model in a manner that would yield the truths or principles underlying the distribution of equitable strategic increments; i.e., equitable increments as rewards for contributing to the rectification of educational shortcomings; and (3) to design a plausible scenario for the local implementation of this salary-growth model to distribute optimally equitable strategic increments as an on-going modus operandi. Gross Flaws of the Traditional Teacher-Pay PlanMost constituents of a school district agree that output depends strongly on the contributions of the faculty to the district's missions and education-improvement goals. Accordingly, the attraction and retention of highly qualified teachers whose capabilities and potential contributions match those missions and goals are key elements in the well-being of a district.Practical recruiting experience reveals that most young faculty members have prevailing personal needs. These needs include the repayment of student loans, growing family needs, and other personal commitments. It is pertinent to note that in

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Evaluating teachers: An alternative model

Cited by 12 publications

References 15 publications

The Political Legacy of School Accountability Systems

The Political Legacy of School Accountability Systems

Peer Supervision: Its Applicability in Turkey and Assessment in terms of Some Supervision Principles

A K?12 faculty salary-growth model that provides equitable strategic increments

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