Technical expertise and teacher growth: results of a teacher evaluation policy impact study

Publisher Website
Google Scholar
Abstract
Analysis of the findings from this provincial study point to the difficulties raised by the use of double objectives ‐‐ inspection of teaching and improvement of student learning ‐‐ in teacher evaluation policies. The policy assumes that one is directly connected to the other and that the conditions under which one is conducted are also conducive to the realization of the second objective. In practice, these proved to be horns of a dilemma. We have to respect the lived experiences of teachers and administrators about teacher evaluation and we have to find a way to be accountable to the public Practices which help resolve this dilemma are identified as those most likely to emphasise student success and to reaffirm the importance of professional growth for all educators.

This publication has 1 reference indexed in Scilit: