A study on application of teacher evaluation for professional development to private kindergarten teacher

2016 ◽  
Vol 16 (11) ◽  
pp. 631-653
Author(s):  
YoonSook Kwag ◽  
Keyword(s):  
Professional Development ◽  
Teacher Evaluation ◽  
Kindergarten Teacher

The State Role in Teacher Professional Development and Education Throughout Teachers' Careers

2009 ◽  
Vol 4 (2) ◽  
pp. 212-228 ◽  
Author(s):  
Susanna Loeb ◽  
Luke C. Miller ◽  
Katharine O. Strunk
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Evaluation ◽  
Teacher Professional Development ◽  
The State ◽  
Education Policies ◽  
Early Stages ◽  
Development Policies ◽  
Teacher Professional ◽  
Laissez Faire

Professional development and teacher education policies have the potential to greatly affect teachers' abilities to teach and, as a result, students' abilities to learn. States can play varied roles in the provision of teacher education and professional development. This policy brief summarizes states' policy approaches to teacher professional development and education throughout teachers' careers. It explores what states are currently doing in the realms of pre-service education, induction and mentoring, ongoing professional development, and teacher evaluation, as well as the existing evidence regarding the effectiveness of such policies. We find that states play disparate roles in the provision of teacher education and professional development that fall along the regulatory spectrum from highly prescriptive to rather laissez-faire. Research on the effects of such policies is still in the early stages, and more attention is needed to determine the effectiveness of states' professional development policies.

scholarly journals Classroom Observation: Linking Teacher Evaluation and Professional Development in TESOL

2018 ◽  
Vol III (II) ◽  
pp. 168-195
Author(s):  
Sayyed Rashid Shah ◽  
Roohul Amin ◽  
Hussain Ahmad
Keyword(s):  
Professional Development ◽  
Teacher Evaluation ◽  
Professional Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Classroom Observation ◽  
Small Scale ◽  
Complex Nature ◽  
Structured Interviews ◽  
The Impact

This study examines the impact of increasingly challenging nature of classroom observation as part of teacher evaluation in English Language Teaching (ELT). This paper highlights the complex nature of evaluative classroom observation systems in various educational contexts. It also considers various issues that embody the challenging nature of classroom observation and teacher evaluation in connection to the professional development of teachers. In a small-scale study of Teaching of English to the Speakers of Other Languages (TESOL) professionals in Saudi English as a Foreign Language (EFL) context, it adopts an interpretive approach and utilizes semi-structured interviews to collect data. The results, presented in four major themes provide a detailed account of teachers’ perceptions of the role of classroom observation in their professional learning and development. However, this development has not occurred due to the observation as a tool to elevate teaching and learning standards, alternatively, the managerial demands and the fear of being fired or transferred to remote campuses have stimulated teachers to develop professionally and offset this challenge. Despite their personal drive to professionalize themselves in a collaborative and professional culture, the challenge of observation still prevails owing to the teachers’ lack of autonomy and some insufficiently trained observers’ subjective approach.

Sign in / Sign up

Export Citation Format

Share Document