Teacher evaluation: A comprehensive
guide to new directions and practices
Kenneth D. Peterson (2000)
Thousand Oaks, CA: Corwin Press.
Paper, 428 pp., $39.95
Teacher evaluation is a necessary
step in ensuring good schooling. However, poor evaluation is
commonly accepted. And in too many cases--according to teachers,
administrators, and researchers--teacher evaluation is disparaged
or even ignored altogether.
This book contends that current evaluation
is something done to teachers, rather than the cooperative
effort of professionals--which is why practice rarely improves
as a result of evaluation. This book challenges existing methods
of evaluation and offers fresh ideas and techniques that can
turn any school's evaluation practice into a highly productive
process for all involved.
This comprehensive workbook explores
stages of teacher choice and teacher responsibility for evaluation.
It shows you how to help your teachers become more involved and
in control of their own evaluation. You'll explore different
data sources and new social power relations, and discover new
ways of thinking about teacher evaluation.
These techniques will help you provide
a source of acknowledgment and reward for teachers; reassure
outside audiences, such a parents and the community; highlight
exemplary practice for emulation; and point to good practice
to guide teacher education. Here are substantive, field-tested
suggestions and practices that you can put to use immediately
to make your teacher evaluation systems more effective.
The second edition adds new chapters
on the role of the principal in changed teacher evaluation, how
districts can transition from current practice to improved practice,
use of national standards in education, developments in using
pupil achievement data, inclusive evaluation for minority teachers,
and a new emphasis on sociological insights for improved teacher
evaluation. The internet as a resource for local development
is encouraged with 67 websites as a starting point. New resources,
forms, literature, advice about dealing with deficient teachers,
and district-level principles have been added.