Designing High Quality Evaluation Systems for High School Teachers: Challenges and Potential Solutions

Autor/in	Tyler, John H.
Institution	Center for American Progress
Titel	Designing High Quality Evaluation Systems for High School Teachers: Challenges and Potential Solutions
Quelle	(2011), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Educational Change; Teacher Evaluation; Teacher Competencies; Secondary School Teachers; Barriers; Performance Factors; Evaluation Methods; Educational Quality; Change Strategies; Best Practices; Academic Achievement; Outcome Measures; Achievement Rating; Rating Scales; Teacher Effectiveness; Evaluation Research; Measurement Techniques; Program Design + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Teacher appraisal; Lehrerbeurteilung; Lehrkunst; Leistungsindikator; Quality of education; Bildungsqualität; Lösungsstrategie; Schulleistung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Rating-Skala; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Evaluationsforschung; Messtechnik; Programme design; Programmaufbau; Programmplanung
Abstract	A central part of education reform today is the wide-ranging and unprecedented effort to either revamp existing teacher evaluation systems or develop and implement entirely new systems. High-quality teacher evaluation systems are seen as one lever for improving the teacher workforce and hence the outcomes of students, including high school students. The current degree of consensus around efforts to improve teacher evaluation is striking for the world of kindergarten-through-12th-grade education. This paper examines the challenges and potential solutions to evaluating high school teachers, looking first at practice-based evaluation and then turning to student performance as the basis for evaluation. In each case the stage is first set with a brief discussion of the overarching, across-grade issues that accompany each method. (Contains 59 endnotes.) (ERIC).
Anmerkungen	Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site: http://www.americanprogress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10