A Collaborative Teacher Evaluation Model: Teachers Do Make a Difference. Spirit River School Division No. 47.

Titel	A Collaborative Teacher Evaluation Model: Teachers Do Make a Difference. Spirit River School Division No. 47.
Quelle	(1993), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-7732-1139-X
Schlagwörter	Action Research; Educational Assessment; Elementary Secondary Education; Evaluation Criteria; Evaluation Research; Faculty Development; Foreign Countries; Formative Evaluation; Inservice Teacher Education; Measurement Techniques; Performance Factors; School Districts; Teacher Behavior; Teacher Effectiveness; Teacher Improvement; Canada + Suchen Sie Ihr Suchwort? Projektforschung; Education; assessment; Bewertungssystem; Evaluationsforschung; Ausland; Lehrerfortbildung; Messtechnik; Leistungsindikator; School district; Schulbezirk; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kanada
Abstract	A 3-year action research study was conducted by the Spirit River School Division in northwestern Alberta to develop and validate a set of indicators to assess teacher effectiveness in a formative process. Focusing on professional development and staff inservice, the Educational Quality Indicators Project (EQI) sought to determine if the 26 teaching behaviors identified had an impact on student outcomes in both the cognitive and affective domains. In order to gain the acceptance, involvement, and positive initiative of staff, the project focused on professional development and staff inservice. A collegial, nonthreatening model for more effective teaching and benefit to students using formative supervision and observation was developed and implemented over 3 years. It focused the attention of the system on the wider range of student educational outcomes, affective and beharioral as well as cognitive. Among the findings were that active involvement of professional staff in action research was the most positive aspect of the EQI project, and that direct faculty input into the development and validation of the indicators for assessment of teacher effectiveness provided a sense of ownership and enhanced the likelihood of subsequent participation. Appendixes provide working documents for year one; parent and student surveys; staff survey; teacher performance tally sheet; classroom environment scale; student's perception of ability scale; teacher performance baseline: behaviors addressed during year three; and parent/student survey results. (Contains 48 references.) (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC