Improving personnel evaluations through professional standards

Stufflebeam, Daniel L.; Brethower, Dale M.

doi:10.1007/bf00128891

Cited by 14 publications

(5 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A third argument against principals' evaluations of teachers is that principals are not able to discriminate among teachers, they fail to recognize exemplary teaching and as a result they award similar and inflated ratings (Haefele, 1992). The consequences of non-discrimination are serious, because inaccurate teacher evaluations allow unqualified teachers to assume teaching positions and make it difficult for education systems to remove incompetent and unproductive teachers (Haefele, 1992; Joint Committee on Standards for Educational Evaluation, 1988;Stufflebeam and Brethower, 1987). However, recent studies have shown that principals are quite good at identifying teachers who produce the largest and smallest standardized achievement gains, but are less able to distinguish among teachers in the middle of the distribution (Jacob and Lefgren, 2008).…”

Section: Teacher Evaluations By Principalsmentioning

confidence: 99%

What matters to principals when they evaluate teachers? Evidence from Cyprus

Orphanos¹

2013

Educational Management Administration & Leadership

View full text Add to dashboard Cite

Teacher evaluation conducted by school principals is a common worldwide practice. However, there are many reservations about principals' ability to evaluate teachers reliably. Reservations appearing in the literature include inflated ratings, minimal discrimination of teacher quality, and evaluations influenced by factors irrelevant to teacher effectiveness. This article examines whether principals can distinguish effective and ineffective teachers and whether principals can identify the teacher, principal and school characteristics influencing principals' evaluations of teacher effectiveness. The sample consists of 80 school principals; data were collected from principals and teachers, combined with a database of teachers' academic performance as students in a teacher preparation program. Principals rated teachers on a number of dimensions, and data were analyzed with multiple regression techniques. Results suggest that principal ratings contain enough discriminating ability both within teachers and within dimensions of teacher effectiveness. Factors irrelevant to teacher effectiveness do not influence ratings of teachers. Results also demonstrate greater principal involvement in teacher evaluations, especially in educational systems where their role is limited.

show abstract

Section: Teacher Evaluations By Principalsmentioning

confidence: 99%

What matters to principals when they evaluate teachers? Evidence from Cyprus

Orphanos¹

2013

Educational Management Administration & Leadership

View full text Add to dashboard Cite

show abstract

“…Proper use of the Standards can provide assurances of quality control to stakeholders and can support improvement in the overall personnel evaluation process (Stufflebeam & Brethower, 1987;Stufflebeam & Sanders, 1990).…”

Section: Technically Sound Evaluation Systemsmentioning

confidence: 99%

Teacher Evaluation and School Improvement: Improving the Educational Landscape1

Stronge¹

2006

Evaluating Teaching

View full text Add to dashboard Cite

So why does teacher evaluation matter? Because teaching matters: "Without capable, high quality teachers in America's classrooms, no educational reform effort can possibly succeed" (Stronge & Tucker, 2003, p. 3). The core of education is teaching and learning, and the teaching-learning connection works best when we have effective teachers working with every student everyday. While effectiveness can be defined in myriad ways (Cruickshank & Haefele, 2001), the essential issue is that we have the most effective teachers possible guiding the learning of students. And, "without high quality evaluation systems, we cannot know if we have high quality teachers" (Stronge & Tucker, 2003, p. 3). Teacher evaluation is, first, about documenting the quality of teacher performance; then, its focus shifts to helping teachers improve their performance as well as holding them accountability for their work. "In recent years, as the field of education has moved toward a stronger focus on accountability and on careful analysis of variables affecting educational outcomes, the teacher has proven time and again to be the most influential school-related force in student achievement" (Stronge, 2002, p. viii). Given the emphasis on teacher quality as expressed in No Child Left Behind, as well as legislation, public policy, and practice in every state (and, for that matter, many nations throughout the world), a premium must be placed on high quality teacher evaluation systems to a degree that didn't exist heretofore. So why does teacher evaluation matter? Because regardless of how well a program is designed, it is only as effective as the people who implement it (Stronge, 1993). Thus, a conceptually sound, well designed, and properly implemented evaluation system for teachers is

show abstract

“…La aplicación razonable y eficiente de estas normas para la evaluación de profesores fue un tema de interés, trabajo y producción científica para un gran experto en evaluación como Stufflebeam y algunos de sus colaboradores (Stufflebeam & Brethower, 1987;Stufflebeam & Sanders, 1990).…”

Section: Normas En La Evaluación De Profesoresunclassified

Evaluación del Profesorado como camino directo hacia la mejora de la Calidad Educativa

Escorza

2018

rie

View full text Add to dashboard Cite

El artículo presenta y defiende la evaluación del profesorado como una faceta muy relevante de la investigación evaluativa en educación, con un gran potencial para fortalecer y mejorar diversos aspectos de la calidad educativa, si el proceso de evaluación se lleva a cabo y se contextualiza adecuadamente, siguiendo los principios y características de la evaluación defendidas en numerosas publicaciones científicas de importantes expertos nacionales e internacionales. En el artículo se fundamenta la evaluación correcta analizando aspectos importantes como los enfoques modélicos, los ámbitos y contenidos, los objetivos y decisiones, las fuentes y metodologías y las normativas. El artículo también señala el importante papel en la investigación sobre este tema que han tenido y tienen los profesores del área MIDE de las universidades españolas y la gran cantidad y calidad de las publicaciones sobre ello recogidas en las revistas científicas promovidas por su asociación investigadora AIDIPE. Teacher evaluation is a very relevant area of research in education. It offers a great potential to strengthen features of educational quality whether it is carried out while being adequately contextualized, by following the principles and characteristics of the evaluation defended in numerous scientific publications of main international experts. In order to base the correct evaluation, important aspects such as the model approaches, the scopes and contents, the objectives and decisions, the sources and methodologies and the regulations are analysed. In addition, the important role of teachers in the area of Research Methods and Diagnosis in Education (MRDE) belonging to Spanish universities, as well as the large quantity and quality of publications on this subject in scientific journals promoted by his research association AIDIPE.

show abstract

Improving personnel evaluations through professional standards

Cited by 14 publications

References 2 publications

What matters to principals when they evaluate teachers? Evidence from Cyprus

What matters to principals when they evaluate teachers? Evidence from Cyprus

Teacher Evaluation and School Improvement: Improving the Educational Landscape1

Evaluación del Profesorado como camino directo hacia la mejora de la Calidad Educativa

Contact Info

Product

Resources

About