This study reports the results of teachers' and principals' perceptions of the package evaluation process, a process that uses a combination of a traditional evaluation with a portfolio-based assessment tool. In addition, this study contributes to the educational knowledge base by exploring the participants' views on the impact of portfolios for assessing professional growth, school climate, and student learning. This study also examines how combining a traditional approach to teacher evaluation with a portfolio-based evaluation could encourage teacher/administrator dialogue about teacher effectiveness and the selection of future professional development opportunities for continued growth.
This research focused on the manner in which teachers and administrators perceived the evaluation process within their respective school districts. All of the respondents who were interviewed had some experience with an evaluation process that combined a more traditional model with a portfolio-based component and the evidence collected was based on their perceptions after experiencing a package evaluation process.
Ultimately, the findings of this study were consistent with those of theorists and researchers in the area of portfolio-based alternative teacher evaluation practices, stressing a mixed approach, which includes a teacher observation and portfolio based components (Sullivan, 2001; Glickman, 2006). The data showed that while the more traditional method of teacher evaluation gave the evaluator a firsthand look at teacher effectiveness and competence, the data also suggested that when a portfolio was included in the process, the evidence became much deeper and wider.
The data collected would suggest that a combined method for determining teacher effectiveness is most effective when grounded in an approach that blends a more traditional method of teacher evaluation with a portfolio-based component. This process connects the teacher and evaluator in a two-way conversation about teaching and learning, empowers and engages the teacher in its construction, and promotes self reflection regarding professional development.
|School:||Illinois State University|
|School Location:||United States -- Illinois|
|Source:||DAI-A 73/11(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Educational leadership, School administration|
|Keywords:||Portfolio-based assessment, Teacher evaluations|
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