Teacher Evaluation Policy: From Accountability to Professional Development

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Since the beginning of the school reform movement in the early 1980s, various efforts have been made to improve teacher evaluation. Most of the initial efforts were designed to promote greater accountability. They were characterized by research-based performance standards, sophisticated classroom observation procedures, and extensive training. More recently, the focus of teacher evaluation has been expanded to include provisions for professional development. Supporters of this trend have argued that ...
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Overview

Since the beginning of the school reform movement in the early 1980s, various efforts have been made to improve teacher evaluation. Most of the initial efforts were designed to promote greater accountability. They were characterized by research-based performance standards, sophisticated classroom observation procedures, and extensive training. More recently, the focus of teacher evaluation has been expanded to include provisions for professional development. Supporters of this trend have argued that accountability-based evaluation diminishes in value as teachers gain experience and expertise. Teacher Evaluation Policy presents case studies describing how new teacher evaluation policies have been created. The contributors go behind the scenes to examine the complex negotiations between politicians and special interest groups that accompany policy making. They identify the public and the private agendas guiding decision makers. What emerges is a vivid portrait of professionals and politicians grappling over the control of education. Accounts include the formulation of teacher evaluation policy in North Carolina, Louisiana, Connecticut, Washington State, and Great Britain.
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Editorial Reviews

Booknews
A presentation of case studies describing how new teacher evaluation policies have been created in a variety of educational systems from North Carolina and Louisiana to England and Wales. The 11 contributors examine the complex negotiations between politicians and special interest groups that accompany policy making, identifying the agendas, and grappling with the critically important issues of teacher accountability, professional development, and remuneration. Annotation c. by Book News, Inc., Portland, Or.
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Product Details

Table of Contents

Ch. 1 The Move to Reform Teacher Evaluation 1
Ch. 2 Teacher Evaluation for Career Ladder and Incentive Pay Programs 13
Ch. 3 From Accountability to Professional Empowerment in North Carolina 35
Ch. 4 Integrating Professional Development, Teacher Evaluation, and Student Learning: The Evolution of Teacher Evaluation Policy in Connecticut 65
Ch. 5 Lessons Learned from Louisiana's Teacher Evaluation Experience 99
Ch. 6 Compromise and Persistence: The Evolution of Teacher Evaluation Policy in Washington State 127
Ch. 7 Teacher Appraisal in England and Wales 151
Ch. 8 Conflict and Consensus in the Reform of Teacher Evaluation 173
Ch. 9 Speculations on the Future of Teacher Evaluation and Educational Accountability 189
Index 199
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