Handbook on Educational Specialist Evaluation by Stronge James;Tucker Pamela;

Author:Stronge, James;Tucker, Pamela;
Language: eng
Format: epub
Publisher: Taylor & Francis Group
Published: 2003-08-15T00:00:00+00:00

What Are Key Issues to Consider in Revising an Evaluation System?

We have devoted most of the attention in the Handbook to designing and implementing quality educational specialist evaluation systems. However, even when the evaluation system is properly developed and implemented, the work isn’t finished. Schools change: Expectations rise, new requirements are mandated, innovative research findings emerge, and better ways of working are discovered. As a result of these and many other changes in the vibrant business of schooling, we need to adapt—and that includes the field of performance evaluation.

♦ Start with the school’s goals in mind. Over time, if the school or school system changes its direction in a subtle or more substantial way, then a subtle or substantial change in the evaluation system may be necessary in order to have the performance goals of employees best match the desired goals of the organization.

♦ Balance the needs for professional growth and accountability. Make sure the evaluation system is designed to yield the desired results. Some schools have educator evaluation systems that are aimed totally at professional growth at the expense of providing some degree of accountability; others go overboard in emphasizing results. And some evaluation systems, in reality, are neither professional-growth nor results oriented. Just make sure that you have the right mix between professional growth and accountability.

♦ Base evaluations on the educator’s job. How many times have we heard colleagues comment that their evaluation doesn’t even resemble what they really do. Over time, positions like counselors, and even teachers, can shift and make their evaluations less relevant—or even irrelevant. To help guard against this problem, periodically assess the match between the roles of educators and their actual job responsibilities.

♦ Make certain that collected performance information is useful. As we have stressed repeatedly throughout the Handbook, you should use appropriate and multiple sources of information about the educator’s performance. Also, look for improvements in how to use portfolios, to connect student achievement to performance evaluation, and to use other innovative practices that are emerging.

♦ Differentiate the evaluation system and practices based on important contextual issues. For example, consider changes needed in relation to the purpose of the evaluation (e.g., improvement-only vs. improvement + accountability), expertise level (e.g., novice vs. expert), the positions to be evaluated (e.g., teacher vs. counselor), and other relevant design issues. If you find that important contextual issues are absent from the existing evaluation system, find a way to fix the problem.

♦ Start again with the school’s goals in mind. When you find your performance evaluation system to be deficient in any or all of the above qualities, it may be time to overhaul it. And, when you do restructure the evaluation system, start again with the school’s goals as the guide.

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