The study was designed to facilitate the development of a set of guidelines which might be used by administrative personnel of a school system to plan and implement a program of teacher evaluation. A review of literature and research relative to teacher evaluation programs was made to identify principles and desirable practice relative to the development of evaluation philosophy, approaches and activities. The review of literature was intended to also focus upon purposes of evaluation, responsibilities for making evaluations, criteria for evaluation and acceptance of evaluation procedures and techniques by professional faculty.The study also included a review and analysis of evaluation programs conducted within the seventeen member school systems of the Northwest Indiana Public School Study Council as of September 1973. Written descriptive materials and all directions, forms and regulations relative to the teacher evaluation programs were provided by the superintendents of the member school systems. All materials were analyzed in order to determine the nature, scope and procedural characteristics of practical. on-going evaluation programs.From the analysis of literature in the field and from the analysis of the selected number on on-going evaluation programs actually being used in school settings, it was intended that guidelines and suggestions could be developed which could be of vague to school officials and administrative personnel desirous of planning and implementing a program of teacher evaluation.Review and analysis of teacher evaluation literature and on going programs utilized by the member school corporations of the Northwest Indiana Public School Study Council were used in formulating and recommendations. The recommendations focus on procedures deemed necessary for the development of an effective teacher evaluation program and include recommendations relative to responsibilities of school organization personnel, developmental procedures, evaluation program content, and implementation and follow-up procedure.The findings from a review of literature and on-going programs of teacher evaluation made it possible to draw certain conclusions. Conclusions were also based in part on the unreported reading done, conversations held with professional educators, personal experiences as an educational administrator as well as personal observations and reflections. Sixteen separate conclusions were drawn. A few of the most important ones are: Teaching performance can and must be evaluated by administrators and/or supervisory personnel within the public school setting. The board of School Trustees must specify the purpose of a teacher evaluation programas it relates to the goals of the local system, and the implementation of an evaluation program is the responsibility of the administrative staff of the corporation.The guideline recommendations for planning and implementing a teacher evaluation program touches on the following considerations. These are the responsibilities of the board of school trustees, the superintendent of schools, and the evaluation committee which has been established by the superintendent of schools. The content of the teacher evaluation program should include purposes of the program, operational considerations, a development of assessment guide, and the development of report forms to be used in addition to assessment guide. Implementation and follow-up recommendations are also a part of the guideline recommendation3 made as a result of the study.
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/176673 |
| Date | January 1976 |
| Creators | Hayes, Henry H. |
| Contributors | Strom, Merle T. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | iv, 201 leaves ; 28 cm. |
| Source | Virtual Press |
Page generated in 0.0011 seconds