M.Ed. / Appraisal seems to be a relevant instrument to facilitate the professional growth of educators and school improvement. However, if the process of appraisal is to be part of the development of educators and of schools, it needs to be part of the pattern of school life and linked to the school’s developmental activities. It needs to be context-based within the legal framework provided by the Department of Education (DoE). Appraisal should be a natural progression from the staff development and school development planning. Staff and professional strategies should enable schools and educators to gain skills and understanding, necessary to participate in appraisal. Appraisal should be set in the context of the objectives of the schools which will generally be expressed in a school development plan. The school’s objectives in a particular year, should be linked with appraisal, so that for example, professional development targets arising from appraisal, may be related to agreed targets and tasks in the development plan. This will help to speed up the process of facilitation of the professional growth of educators. A school which is self-developing and self-evaluating, is likely to be one in which all educators exchange ideas, share concerns, contribute to discussion, take part in the process of decision-making and have individual areas of strength and weaknesses identified and supported (Jones, 1993:10). In basic terms, the facilitation of appraisal will assist with the setting of whole school targets and identification of professional needs. / Dr. P.J. du Plessis
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:12000 |
| Date | 14 October 2008 |
| Creators | Mkasi, Jones Freddy |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0025 seconds