Evaluating Teacher Effectiveness

Paper Summary:

This paper explains that several evaluation instrument models will be researched, reviewed and tailored to meet the needs of the Christian elementary school. Currently, teachers are given verbal feedback, individually or during a faculty conference, on their job performance, but there is no documented evidence that the feedback was given. The author points out that teacher evaluation is a powerful tool for improving teacher effectiveness; given the importance of teacher quality for improving student achievement, teacher assessment has emerged as an important tool in improving education. The paper relates that the research will utilize the development method, a study implemented with the goal of resolving problems or answering questions, which apply to one location without the intention of applying the results to another setting.

Table of Contents
Introduction
Setting of the Study
Researcher's Role
Statement of the Problem
Research Questions
Delimitations
Limitations
Reliability and Validity of the Data
Purpose of the Study
Background and Significance of the Study
Overview of the Study
Review of the Literature
Teach for America Performance Assessment Instrument
California Standards for the Teaching Profession
Methodology
Research Design and Approach
Population and Sample
Collection and Tabulation of Data
Data Analysis Procedure
Potential Outcome
Evaluation Instrument

From the Paper:

"Principals are involved in every aspect of the school's operations; from assigning students to classes, to evaluating teachers, to enforcing rules. The principal is the school leader and sets the tone for the school climate. According to Clark (1999), most principals see themselves as facilitators of learning and teaching. Besides advocating for what is best for children, the principal's role includes supporting the professional development of the teachers. Given the importance of teacher quality for improving student achievement, teacher assessment has emerged as an important tool in improving education. According to Rabinowitz and Ananda (2001), teacher assessment also serves to further dialogue about what is considered good teaching practice."

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