7It is one thing for a district's leadership (both
teachers and administrators) to have a sense
of how they want a new evaluation system
to function; it is quite another undertaking to
manage a process that results in such a system.
This chapter addresses the challenges of translating a vision into reality, taking into account
the various perspectives of everyone involved.The process for the design of an evaluation
must be as inclusive as possible. In such an
important matter, there is no reason to exclude
anyone who wants to be involved. An evaluation system is only as good as its acceptance by
those who will use it. If the system is discredited by a significant segment of teachers, it will
lose stature in the eyes of all teachers. Moreover, all educators in a school or district will
have contributions to make to the design of
the system; it will be a better system if the perspectives of everyone are included. Thus,
schools and districts must organize the design
process to ensure that all voices are heard. Last,
the process of validation requires that those
affected by an evaluation system judge it relevant. By engaging many educators in making
decisions, designers can ensure that those judgments are made.In addition, many teachers welcome the
opportunity to engage in a process of defining
good teaching. For many teachers, it may be
the first opportunity for some time to engage in
this important work. Moreover, they may contribute to the dialogue about how the different
aspects of good teaching are manifested in different settings—how good teaching in second
grade, for example, has different specific characteristics from those of excellent middle
The Design Process
Step 1: Determining the ProcessThe first step in designing an evaluation system
is to determine the general process to be followed. This process will frequently include the
|• ||Forming an evaluation committee (which
requires giving careful attention to its composition and the qualities needed in its members).|
|• ||Developing the schedule of committee
|• ||Selecting the decision-making system to
The Evaluation Committee
Many school districts have concluded that
the evaluation committee should be cochaired
by representatives of both the district
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: Teacher Evaluation to Enhance Professional Practice.
Contributors: Charlotte Danielson - Author, Thomas L. McGreal - Author.
Publisher: Association for Supervision and Curriculum Development.
Place of publication: Alexandria, VA.
Publication year: 2000.
Page number: 64.
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