Abstract
This article reports findings from qualitative case studies of three different school districts that have experience with similar teacher evaluation systems. The study focuses in depth on teachers' responses to feedback, enabling conditions, and perceptions of fairness of systems that have extended beyond a pilot stage. A conceptual model is used to organize the data related these variables using domains of teaching practice, explicit standards, and detailed performance rubrics. The results are discussed in view of contextual variables framing implementation of the teacher evaluation systems in these three districts. Issues related to use of a single set of evaluation criteria, principals as evaluators, how to balance evaluation burdens with making reliable and valid decisions, human resource alignment and training in teacher evaluation systems are discussed. Sets of researchable propositions are formulated that address these issues and the findings are discussed in view of developing and implementing standards-based teacher evaluation systems.
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Kimball, S.M. Analysis of Feedback, Enabling Conditions and Fairness Perceptions of Teachers in Three School Districts with New Standards-Based Evaluation Systems. Journal of Personnel Evaluation in Education 16, 241–268 (2002). https://doi.org/10.1023/A:1021787806189
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DOI: https://doi.org/10.1023/A:1021787806189