Page 243 - DEDU505_TEACHER_EDUCATION_ENGLISH

Unit 26: Evaluation Mechanism in Teacher Education

when teachers are confronted with potential consequences of evaluation on their career and Notes
salary, the inclination to reveal weak aspects of performance is reduced. Also, using the same
evaluation process for both purposes undermines the usefulness of some instruments (such as
self-evaluation), and creates an additional burden on evaluators.
To some extent trying to achieve improvement through accountability causes tensions. An emphasis
on accountability may in some instances lead teachers to feel insecure or fearful and reduce their
appreciation of their work. By contrast, teachers and their unions expect opportunities of social
recognition of their work and opportunities for professional growth through the development of
a formative system of teacher evaluation.
Teacher evaluation for improvement purposes is likely to benefit from conditions such as:
• A non-threatening evaluation context;
• A culture of mutually providing and receiving feedback;
• Clear individual and collective objectives with regard to improving teaching within the
school as well as a sharing of school objectives;
• Simple evaluation instruments such as self-evaluation forms, classroom observation, and
structured interviews;
• A supportive school leadership;
• Opportunities to enhance competencies as well as resources and means to improve practice;
• Teacher evaluation integrated in a system of school self-evaluation and quality assurance.
In turn, teacher evaluation for accountability is likely to benefit from conditions such as:
• An independent and objective assessment of the teacher.s performance;
• National-level standards and criteria across schools;
• An evaluation component external to the school and more formal processes;
• Well-established rules regarding the consequences of the evaluation;
• Clear individual objectives with regard to all aspects of a teacher.s performance.
• Well-trained, competent evaluators of teaching performance;
• Impact on professional development plan.
• Possibilities for appeal for teachers who feel they have not been treated fairly.
Self Assessment
1. Fill in the blanks
(i) .......................... is to be analysed as part of an evaluation and assessment framework which
includes other components such as student assessment, school evaluation and system
evaluation.
(ii) Distribution of responsibilities across educational authorities is one of the example of
................... .
(iii) Teacher evaluation for ........................ focuses on the provision of feedback useful for the
improvement of teaching practices through professional development.
(iv) ...................... of teacher evaluation focuses on holding teachers a countable for their
performance associating it to a range of consequences for their career.
(v) When the evaluation is oriented towards the improvement of practice within schools,
.............. are to reveal their weakness.

26.3 Responsibilities for Teacher Evaluation
Responsibilities for teacher evaluation are typically shared between educational authorities,
including quality assurance agencies such as inspectorates, schools and their leadership, and
teachers themselves.

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