This study reports a chronology of events, related issues, and concerns from research in one school involved in a year-long study designed to pilot the use of a state-mandated teacher evaluation system as a tool for professional development. The study coincided with the first year of implementation of a controversial, statewide, on-the-job evaluation of beginning and experienced teachers for the purpose of issuing or validating a renewable professional certificate. Analysis of teachers' professional development within the context of such a volatile, political setting resulted in the identification of eight principles that can be used to guide future school improvement efforts grounded in classroom-based assessments of teaching and learning. The study documents the difficulties of using policy-mandated teacher evaluations for school improvement and points out the importance of going beyond the assessment system itself to examine issues related to using that system to improve teaching and learning and to effect changes in the everyday life of the school.
|Number of pages||27|
|Journal||Journal of Personnel Evaluation in Education|
|State||Published - 1997|