Evaluating Teachers: With Lessons from Georgia's Performance-Based Certification Program.
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| Title: | Evaluating Teachers: With Lessons from Georgia's Performance-Based Certification Program. |
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| Language: | English |
| Authors: | Ross, Doris, Solomon, Lester, Education Commission of the States, Denver, CO. |
| Peer Reviewed: | N |
| Page Count: | 26 |
| Publication Date: | 1985 |
| Sponsoring Agency: | Spencer Foundation, Chicago, IL. Department of Education, Washington, DC. |
| Document Type: | Information Analyses |
| Descriptors: | Elementary Secondary Education, Observation, Performance, State Programs, Teacher Certification, Teacher Evaluation, Teacher Supervision, Testing |
| Geographic Terms: | Georgia |
| Abstract: | An overview of the reasons for and basic elements of teacher evaluation programs, and a deeper look at one state's program in particular, are presented in this booklet. The first chapter discusses why teacher evaluations are useful, what processes for evaluation can be followed, how state and local policymakers can enhance the usefulness of teacher evaluation, and why evaluation programs must be continuously updated. Chapter 2 briefly describes evaluation systems used in five states: an internship program in Kansas, career ladders in Arizona and Tennessee, Mississippi's Accountability/Instructional Model, and New Mexico's Staff Accountability Plan. Georgia's teacher evaluation program is described in detail in chapter 3. Among the aspects of Georgia's program that are covered are teacher testing in basic skills, general knowledge, professional education, and specific subject areas; the use of norm- and criterion-referenced tests; certification and testing; on-the-job assessment; the selection and training of evaluators; the scheduling of evaluations; and staff development efforts aimed at meeting demonstrated needs. Chapter 4 identifies factors to consider when evaluating for promotions or salary increases. Twelve references and a list of nine bookets available from the Education Commission of the States are provided. (PGD) |
| Entry Date: | 1987 |
| Accession Number: | ED273022 |
| Database: | ERIC |
| Abstract: | An overview of the reasons for and basic elements of teacher evaluation programs, and a deeper look at one state's program in particular, are presented in this booklet. The first chapter discusses why teacher evaluations are useful, what processes for evaluation can be followed, how state and local policymakers can enhance the usefulness of teacher evaluation, and why evaluation programs must be continuously updated. Chapter 2 briefly describes evaluation systems used in five states: an internship program in Kansas, career ladders in Arizona and Tennessee, Mississippi's Accountability/Instructional Model, and New Mexico's Staff Accountability Plan. Georgia's teacher evaluation program is described in detail in chapter 3. Among the aspects of Georgia's program that are covered are teacher testing in basic skills, general knowledge, professional education, and specific subject areas; the use of norm- and criterion-referenced tests; certification and testing; on-the-job assessment; the selection and training of evaluators; the scheduling of evaluations; and staff development efforts aimed at meeting demonstrated needs. Chapter 4 identifies factors to consider when evaluating for promotions or salary increases. Twelve references and a list of nine bookets available from the Education Commission of the States are provided. (PGD) |
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