ii \41, ED\4114 934 AUTHWR TITLE\ INSTITU ION 'PUB DATE\ NOTE EDRS PRICE DESCRIPTORS * ABSTRACT DOCUMENT RESUME EA 007 675 Burnvtt, J. Dale' Evaldating Teachers. Research and Information Report. ) Queen's Univ., Kingston (Ontario) . Jan 75 35p.; Paper presented at the Annual Meeting of the Canadian Society for the'Study of Education % (University of Alberta, Edmonton, June 1975) I MF-$0.76 HC-$1.95 Plus Postage *Effective Teaching; Elementary Secondary Education; *Evaluation Methods; Formative Evaluation; Higher Education; Management by Objectives; k,erformance Criteria; Summative Evaluation; *Teacher Evaluation; *Teacher Morale; Teacher Motivation A.list of the current approaches to teacher . evaluation should include the f lowing: (1) examination of student gain scores on standardized test (2) analysis of typical student )improvement, (3) teaching perform nce testing, (4) 'teacher skill testing, (5) adminis rator or peer group observations and ratings, and (6y student obser ations and ratings. The first three approaches nd to emphasize the \product dimension of teaching, whe eas the la ter three focus more on the process of teaching. Most of the rese rch activities on teacher evaluation have concentrated on the molec at level of teaching--the processes and resin is that'occur . within classroom setting--whereas administrative c ncernt seem to be more a the molar. level--the overall workload and ttendant results. n- way of performing formative evaluation at the molar level while i reasing teacher morale is to incorporate elements of management by o ectives. This is what has been done in the Faculty Performance Objec_ ye Form designed for the faculty of education at Queen's University. his instrument (included in an appendix) can be used in . overall and specific planning; as an additional form of motivation for indiv,idualfaculty; and as a source of information for promotions, tenure, and fig' ng. (Author /IRT)\ -., ,-, 4 *****.********************************* ****************************- * Documents acquired by ERIC include man inforMal Unpunished * materials not available from other sources. ERIC makes ever), effort.* * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the gbality * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (ERRS). EDRS is not -* * responsible for the quality-of the original dobument. Reproductions * * supplied by EDRS are the best that can be made fromthe original. *************************************************'**********************
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ii
\41,
ED\4114 934
AUTHWRTITLE\
INSTITU ION'PUB DATE\NOTE
EDRS PRICEDESCRIPTORS
* ABSTRACT
DOCUMENT RESUME
EA 007 675
Burnvtt, J. Dale'Evaldating Teachers. Research and InformationReport.
) Queen's Univ., Kingston (Ontario) .Jan 7535p.; Paper presented at the Annual Meeting of theCanadian Society for the'Study of Education
evaluation should include the f lowing: (1) examination of studentgain scores on standardized test (2) analysis of typical student)improvement, (3) teaching perform nce testing, (4) 'teacher skilltesting, (5) adminis rator or peer group observations and ratings,and (6y student obser ations and ratings. The first three approachesnd to emphasize the \product dimension of teaching, whe eas the
la ter three focus more on the process of teaching. Most of therese rch activities on teacher evaluation have concentrated on themolec at level of teaching--the processes and resin is that'occur .
within classroom setting--whereas administrative c ncernt seem tobe more a the molar. level--the overall workload and ttendantresults. n- way of performing formative evaluation at the molarlevel while i reasing teacher morale is to incorporate elements ofmanagement by o ectives. This is what has been done in the FacultyPerformance Objec_ ye Form designed for the faculty of education atQueen's University. his instrument (included in an appendix) can beused in
.
overall and specific planning; as an additional form ofmotivation for indiv,idualfaculty; and as a source of information forpromotions, tenure, and fig' ng. (Author /IRT)\
-.,,-,
4
*****.********************************* ****************************-* Documents acquired by ERIC include man inforMal Unpunished* materials not available from other sources. ERIC makes ever), effort.** to obtain the best copy available. Nevertheless, items of marginal *
* reproducibility are often encountered and this affects the gbality* of the microfiche and hardcopy reproductions ERIC makes available *
* via the ERIC Document Reproduction Service (ERRS). EDRS is not -*
* responsible for the quality-of the original dobument. Reproductions ** supplied by EDRS are the best that can be made fromthe original.*************************************************'**********************
S DEPARTMENT OF HEALTHEDUCATION &WELFARENATIONAL INSTITUTE OF
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EVALUATING TEACHERS'
J. Dale Burnett
Queen's University
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Paper to be presented at the annual conference of the Canadian Societyfor the Study of Education, University of Alberta, Edmontron, June, 1975.
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47
EVALUATING TEACHERS
J. Dale Burnett
Faculty of Education, Queen's. UnivOtOty. _
Kingston, Ontario
The title strikes terror in the hearts of teachers and
evaluators alike. Br9wnie points, professional recommendations, merit
1. M. Ed. courses first time2. M. Ed. courses revised3. M. Ed. courses repeated4. Input into other,courses5. Continuing program advi or6. New program advisor,7. Project supervisor8. Second project reader9. Thesis chairman10. Thesis committee
1 2
TEACHING (,B.Ed. program)
1.
2.
3.
4. Input into other courses5. B. Ed. student - advisor