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Teacher Evaluation Policy : From Accountability to Professional Development by Daniel L. Duke (1995, Trade Paperback)
Better World Books West (355107)
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About this product
Product Identifiers
PublisherSTATE University of New York Press
ISBN-100791427927
ISBN-139780791427927
eBay Product ID (ePID)674850
Product Key Features
Number of Pages203 Pages
Publication NameTeacher Evaluation Policy : from Accountability to Professional Development
LanguageEnglish
Publication Year1995
SubjectGeneral, Teaching Methods & Materials / General
TypeTextbook
AuthorDaniel L. Duke
Subject AreaEducation
FormatTrade Paperback
Dimensions
Item Height1 in
Item Weight10.4 Oz
Item Length9 in
Item Width6 in
Additional Product Features
Intended AudienceScholarly & Professional
LCCN95-011832
Dewey Edition20
Reviews"I often characterized teacher evaluation as the caboose on the school renewal train. So little attention is paid to the quality of the evaluation process even as so many resources are directed to transforming the nature of student assessment. This book not only highlights the efforts of cutting-edge state-policy efforts, but also makes a strong argument for creating a space for teacher evaluation in the systemic reform agenda. "The delineation of the dual purposes of evaluation-accountability and improvement; the impact of activities at the local level on state policymaking; the influence of the varying constituencies; and the seeming lack of coherence with the broader changes in teaching and learning are all critically important themes that have not been brought out elsewhere." -- Denise A. Alston, National Education Association / National Center for Innovation
Grade FromCollege Graduate Student
IllustratedYes
Dewey Decimal371.1/44/0973
Table Of Content1. The Move to Reform Teacher Evaluation Daniel L. Duke 2. Teacher Evaluation for Career Ladder and Incentive Pay Programs Richard M. Brandt 3. From Accountability to Professional Empowerment in North Carolina David Holdzkom and Richard M. Brandt 4. Integrating Professional Development, Teacher Evaluation, and Student Learning: The Evolution of Teacher Evaluation Policy in Connecticut Edward F. Iwanicki and Douglas A. Rindone 5. Lessons Learned from Louisiana's Teacher Evaluation Experience Beatrice Baldwin 6. Compromise and Persistence: The Evolution of Teacher Evaluation Policy in Washington State Daniel L. Duke, Doris Lyon, Patty Raichle, Ann Randall, and Jim Russell 7. Teacher Appraisal in England and Wales Anges McMahon 8. Conflict and Consensus in the Reform of Teacher Evaluation Daniel L. Duke 9. Speculations on the Future of Teacher Evaluation and Educational Accountability Daniel L. Duke Index
SynopsisSince the beginning of the school reform movement in the early 1980's, 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.
LC Classification NumberLB2838.T42 1995
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