This study is an examination of the revised teacher evaluation procedures implemented by the Newton, Massachusetts public school department. The primary objective of the investigation was to determine how the participants, the teachers involved, viewed the pre-training, the common language features, the use of narrative evaluations, and the 'cycle' format proffered by Robert Goldhammer in his pioneering clinical supervision model designed at Harvard University in the mid 60's. An analysis of the literature critiques and presents clinical supervision models from Green Bay, Wisconsin and Avondale, Michigan, as well as research that documents the evolution of clinical supervision, and its adaptation by educators such as Madeline Hunter. Higher means were recorded by respondents who participated in pre-training workshops, conducted over a three year period, than those who did not on all survey items. Teachers felt that they benefited from the revised evaluation procedure using clinical supervision techniques. They found narrative evaluative reports more helpful, especially the female teachers. They were clearer on common language terms shared with their supervisors and they found evaluation less a source of anxiety than those who did not participate in the pre-training.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8061 |
| Date | 01 January 1991 |
| Creators | Kempton, Patricia Ann Crumlin |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
Page generated in 0.0018 seconds