This study examines the views of administrators (i.e. principals and vice-principals) in Ontario, Canada with regards to the province’s Teacher Performance Appraisal process. A total of 178 responses were collected to a web-based survey that examined five areas: 1) Preparation and training; 2) Classroom observations; 3) Preparing the formal evaluation; 4) The impact on teaching practice; and 5) Improving the process. Results indicate that administrators did not receive extensive training and of the training they did receive, most did not find it very useful. Most administrators did not feel strongly that the classroom observations adequately assessed teacher practice and most did not feel that there had been substantial improvement in teacher practice in their schools as a result of the process. The most common suggestions for improvement were to have more classroom observations, some of which are unannounced; evaluate teachers more frequently; and have more than two rating categories.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/35563 |
| Date | 10 July 2013 |
| Creators | Maharaj, Sachin |
| Contributors | Bascia, Nina |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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