Teacher Evaluation to Enhance Professional Practice

By Charlotte Danielson; Thomas L. McGreal | Go to book overview
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The Design Process
It 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 school teaching.
Step 1: Determining the Process
The first step in designing an evaluation system is to determine the general process to be followed. This process will frequently include the following elements:
Forming an evaluation committee (which requires giving careful attention to its composition and the qualities needed in its members).
Developing the schedule of committee meetings.
Selecting the decision-making system to be followed.

The Evaluation Committee

Many school districts have concluded that the evaluation committee should be cochaired by representatives of both the district


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Teacher Evaluation to Enhance Professional Practice


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