Pub. date: 2010 | Online Pub. Date: February 22, 2010 | DOI: 10.4135/9781412957403 | Print ISBN: 9781412956642 | Online ISBN: 9781412957403| Publisher:SAGE Publications, Inc.About this encyclopedia
James B. Rowley
As noted by numerous critics and scholars, the practice of teacher evaluation in many U.S. schools is antiquated, ineffective, and in dire need of reform. Although some school districts have brought classroom teachers, school administrators, and other stakeholders together to study and rebuild old and poorly conceptualized models, others continue to employ practices that are outdated given current knowledge of teaching and learning. If the school reform movement is to fulfill its promise, improving methods of teacher evaluation will play a critical role. The past decade has seen the development of new tools, methods, and metrics that are now part of the public discourse about teacher evaluation and, in some cases, are already driving significant change. The process of evaluating classroom teachers has historically pursued two distinct goals: monitoring teacher performance for the purpose of making personnel decisions, and supporting teachers in their efforts to improve their classroom practice. Unfortunately, ...