District-Level Perspective on Innovative Approaches in Performance Appraisal: Integration and Refinement.

Autor/in	Gray, Patrick
Titel	District-Level Perspective on Innovative Approaches in Performance Appraisal: Integration and Refinement.
Quelle	(1992), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Assessment; Educational Cooperation; Educational Improvement; Educational Innovation; Elementary School Teachers; Elementary Secondary Education; Evaluation Methods; Formative Evaluation; Peer Evaluation; Performance Based Assessment; Research Utilization; School Administration; School Districts; Secondary School Teachers; Summative Evaluation; Teacher Evaluation; Teaching Methods + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; cooperation; Kooperation; Teaching improvement; Unterrichtsentwicklung; Instructional innovation; Bildungsinnovation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leistungsermittlung; Forschungsumsetzung; School district; Schulbezirk; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The Dade County (Florida) Public School System is replacing its Teacher Assessment and Development System (TADS), initiated in 1982, with systems that draw on recent research, link teaching skills to school improvement, and recognize and reward advanced pedagogy. The comprehensive approach will integrate subordinate and peer assessment through a dual focus on teaching and administrative contributions to school improvement. Independent of the TADS monitoring system, a Peer Intervention and Assessment Program (PIAP) is to be piloted in 1992-93. This formative and collaborative approach is, of necessity, linked to the summative realities of evaluation. The TADS was a ground-level instrument to assess teacher performance in the classroom. The refinements that are proposed must: (1) assess performance above the minimum level; (2) relate performance behaviors to the teaching of thinking skills and the use of higher order questions; (3) use current research and data on effective practice; and (4) assess advanced pedagogical techniques. The diversity of student clients and the contributions of educational professionals compel the use of multiple assessment systems. School improvement must be the forum within which instructional and administrative contributions are measured. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC