Teacher Evaluation: An Administrative Responsibility

1973 ◽  
Vol 21 (1) ◽  
pp. 53-57 ◽  
Author(s):  
Frederick John Gies ◽  
B. Charles Leonard
2019 ◽  
Vol 5 ◽  
pp. 318-321
Author(s):  
L.V. Shestak ◽  
◽  
S.V. Veremiienko ◽  
◽  

1996 ◽  
Vol 13 (4) ◽  
pp. 497-517
Author(s):  
Abdel Rahman Ahmed Abdel Rahman

Public bureaucracies, a general term including government agenciesand departments in the areas of public utilities, social services, regulatoryservices, security, and law enforcement, are indispensable to our welfare;we need them for the provision of these basic services. To provide theseservices, bureaucracies need such resources as power and money. Thepower of bureaucracies is compounded by their virtual monopoly of technicalexpertise, which puts bureaucrats at the forefront of public policymaking.Indispensable to our welfare though they are, public bureaucracies alsopose a potential threat. In view of the technical knowledge they have andtheir consequent important role in policy making, they may dominate publiclife. In other words, they may develop into a power elite and, as a result,act as masters of the public rather than as its servants. More disturbingly,they may not use the public trust to serve the public or respond to its needs.Still more disturbingly, they may breach the public trust or abuse the powerentrusted to them.All of these possibilities have given rise to a widespread fear ofbureaucracy. In some societies, this fear has reached pandemic levels.Fear of bureaucracy is not unwarranted; there is a consensus and concernin administrative and academic circles that the degree of bureaucraticaccountability has declined in both developed and developingcountries. A central issue with public bureaucracy has always beenhow to make it behave responsibly or in the public interest. Despite aplethora of mechanisms for ensuring administrative responsibility orbureaucratic responsiveness, many public bureaucracies may still be unresponsive and unaccountable ...


Author(s):  
Douglas C. Orzolek

This chapter outlines the nature of music teacher evaluation found in existing and related literature and research. From these writings, there are an abundance of emergent themes that provide stakeholders with an opportunity to examine this topic and consider its application in their own settings. These themes include ideas related to the following: the intent of teacher evaluation; the role of teacher evaluation; what an effective teacher is; the importance of multifaceted evaluation systems; the place of student learning in the evaluative process; the various forms of evidence used to evaluate educators; the fact that research and practice should be intertwined in developing evaluation systems; the role of testing; the degree to which observation and self-reflection should be involved in teacher evaluation; the importance of clear and concise goals for learners; and the impact that systems of evaluation will have on the educators, schools, students, and American education as a whole. This chapter intends to allow stakeholders the opportunity to reflect on all of these issues and challenges.


2021 ◽  
pp. 089590482110156
Author(s):  
Reva Jaffe-Walter ◽  
Adriana Villavicencio

This paper examines how school leaders working within schools serving immigrant English Learners negotiate teacher evaluation policies, including how they influence compliance with mandated policies, communicate those policies to teachers, and guide implementation within their professional communities. We explore how a leader in a school with positive outcomes negotiates external policies to support authentic professional growth and maximize learning opportunities for immigrant ELs. In addition, we draw on data from a comparison school that also serves a high proportion of ELs, but where policies have been enacted in ways that focus on compliance, increase anxiety, and add little value to EL students. In doing so, we show how leaders can mitigate the unintended consequences of mandated policies by addressing teachers’ uncertainty and anxieties, while reaffirming humanizing institutional practices that honor the local knowledge of teachers and deepen teachers’ collective responsibility for immigrant youth.


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