Evaluating teacher evaluators using a set of public standards

Herbert, Joanne M.; McNergney, Robert F.

doi:10.1007/bf00139648

Cited by 2 publications

(5 citation statements)

References 9 publications

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“…If teachers need assistance for improvement, this assistance should be provided for them (Wilson & Wood, 1996). Themes used in this study (Herbert and Mcnergney, 1989)-(1) evaluation system design: TPE should be a system that argues. It includes evaluators' objective and in-depth devices in the system.…”

Section: What Is the Objective Of Teacher Performance Evaluation (Tpe)?mentioning

confidence: 99%

“…The best promise for significantly improving education at all levels of the system is for educators to assume accountability and make it useful for learning and improvement (Darling-Hammond, 2012). In their study, Herbert and Mcnergney (1989) concluded that (1) the personnel evaluation system was effective in terms of process functionality, (2) the system had to be appropriate for the design of the education system, and (3) the clinical evaluation system had the desired effects. In this context, effective evaluation of teacher performance is basically a difficult issue.…”

Section: Can Tp Be Standardized?mentioning

confidence: 99%

“…Finally, the positive and negative overview of the TPE classification was presented. The findings of the study were structured according to Herbert and Mcnergney's (1989) TPE's (1) system design, (2) process functioning, and (3) effect classification. In general, in-depth analysis of the views of stakeholders viz.…”

Section: Interview Findingsmentioning

confidence: 99%

“…With this aim, the data analysis comprised the following stages: (a) Transferring interview data into a computer file, (b) Creating themes according to the relevant literature, and (c) Identifying and organizing codes (Mason, 2002;Yıldırım & Şimşek, 2008). The themes were created according to Herbert and Mcnergney's (1989) TPE process classification. Accordingly, the themes were (1) evaluation system design, (2) process functioning, and (3) effect.…”

Section: Data Analysis Proceduresmentioning

confidence: 99%

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Evaluation as an Opportunity for Reflection: Stakeholder View of Teacher Performance

Tabak

2020

Participatory Educational Research

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This study aimed to determine opinion of the parties who are responsible for the teacher performance evaluation process in private schools. Carried out to determine views of the responsible parties in TPE in private schools, this study was a qualitative type using the phenomenographic model. The study group consisted of a total of 20 individuals including school principals, vice-principals, group leaders who are responsible for teacher performance evaluation, and teachers whose performance was evaluated. The interviews were conducted using semi-structured interview questions. The face-to-face interview protocol was applied during the planning of the data collection process. The content analysis method was resorted to analyze the data obtained in the study. The fact that this study consulted not only teachers or school management but also all stakeholders responsible for TP shows that the study has considerable strength. In qualitative analysis, analyzing the views according to the theoretical framework can sometimes be difficult. As laid out by the results of the study, the views are centered on the "effect" theme of the teacher performance evaluation process. The study concluded that, the teachers encountered the possibility of understanding their qualifications as a teacher by turning the teacher performance evaluation process into an opportunity.

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Section: What Is the Objective Of Teacher Performance Evaluation (Tpe)?mentioning

confidence: 99%

Section: Can Tp Be Standardized?mentioning

confidence: 99%

Section: Interview Findingsmentioning

confidence: 99%

Section: Data Analysis Proceduresmentioning

confidence: 99%

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Evaluation as an Opportunity for Reflection: Stakeholder View of Teacher Performance

Tabak

2020

Participatory Educational Research

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“…The four supervisors who intervened with teachers used a four-step process of teacher education: (1)preplanning, (2)a preobservation conference, (3)observation and analysis of classroom behavior, and (4) a postobservation conference (Herbert & McNergney, 1989;McNergney & Carrier, 1981;McNergney & Francis, 1986). During the fourth step of the conference, or postobservation conference, supervisors were to encourage teachers to make explicit their thoughts and behaviors occurring during lessons.…”

Section: Clinical Interventionsmentioning

confidence: 99%

Intervening to influence teachers' actions and students' involvement

Herbert

1993

J Pers Eval Educ

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Evaluation of teachers and teaching has evolved steadily during the past 20 years. The modern era was stimulated by the now-familiar process-product approach where teachers' behaviors were recorded and examined in relation to student outcomes. A more recent development in teacher evaluation is represented by work on teacher thinking and decision making (Clark & Peterson, 1986). With this development, evaluators are probing teachers' minds to link their thoughts and behaviors, thus beginning to accommodate the teacher's perspective in evaluation.I shall use this article to report results of a multimethod study that encouraged teachers to examine their own practices by viewing and discussing videotapes of their interactions with students, some of whom were learning-disabled. During these clinical episodes, supervisors were to collect teachers' thoughts about teaching and to permit teachers to reconcile these thoughts with their own observable teaching behaviors. Supervisors were also to encourage teachers to compare their thinking and their behavior with a list of teachers' actions emanating from previous work. Research QuestionsQI: What are the thoughts and behaviors of teachers as they interact with students during the course of a lesson? Q2: Does intervention change teachers' thoughts and behaviors? Qs: How do typical and mainstreamed students behave before and after their teachers receive supervisory assistance? Q4: What are teachers' perceptions of the value of supervisory assistance? DesignTo evaluate intervention effects, I used a modified version of Kazdin's (1982) multiple baseline design across individuals.1 As depicted in figure 1, baseline data

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Evaluating teacher evaluators using a set of public standards

Cited by 2 publications

References 9 publications

Evaluation as an Opportunity for Reflection: Stakeholder View of Teacher Performance

Evaluation as an Opportunity for Reflection: Stakeholder View of Teacher Performance

Intervening to influence teachers' actions and students' involvement

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