The Case for Commitment to Teacher Growth

Research on Teacher Evaluation

Edited by Richard J. Stiggins & Daniel L. Duke

Subjects: Educational Assessment And Evaluation
Series: SUNY series, Educational Leadership
Paperback : 9780887066702, 164 pages, April 1988
Hardcover : 9780887066696, 164 pages, May 1988

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Table of contents

List of Tables

1. Teacher Evaluation: The State of the Art
Research on Teacher Evaluation
Factors Regulating Teacher Evaluation Practice
The Research Sequence
2. Case Studies of District Teacher Evaluation Systems
Case Study Methodology
Case Study Results
A Conference on Teacher Evaluation
Summary and Conclusions
3. Case Studies of Success
Case Interview: Teacher Number One
Case Interview: Teacher Number Two
Case Interview: A Supervisor
4. Analysis and Summary of Effective Cases
Important Attributes of the Teacher
Important Attributes of the Person Who Observes and Evaluates
Important Attributes of the Procedures Used to Gather Data on Teacher Performance
5. Exploring the Range of Evaluation Experiences
Research Methodology
Research Results
Summary and Conclusions
6. Implications for Research in Teacher Evaluation
Parallel Research Efforts
Productive Research Methodology
The Research Agenda
7. Implications for Policy and Practice
Evaluation Systems
Policies Supporting Growth
Diverse Data Services
A Culture Conducive to Growth
Appendix A
Teacher Evaluation Profile Questionnaire

Appendix B
Item Means and Standard Deviations by District
Appendix C
Largest Correlations Between Items and Criteria by District


Most evaluations of teacher performance are brief, superficial, pro forma affairs involving a few moments of classroom observation every year or two followed by the completion of required evaluation forms. Not surprisingly, much of what has been written about teacher evaluation over the past decade reflects the dissatisfaction of teachers, the frustration of administrators, and the confusion of all parties as to the proper purposes for and methods of teacher evaluation. In this long-awaited book, Richard J. Stiggins and Daniel L. Duke approach teacher evaluation from a positive perspective. They present the results of three unique studies from over a three-year period, designed to uncover the inherent problems in current evaluation practices and find potential solutions to those problems.

Relying on ethnographic case study methodology, Study One focuses on the procedures and concerns in the teacher evaluation systems of four school districts, uncovering barriers to teacher growth. Study Two also relies on case study methodology to highlight the keys to success for a few teachers who experienced significant professional growth as a result of a good-quality evaluation event. Study Three uses an instrument—the Teacher Evaluation Profile—to explore and analyze the evaluation experiences of over 400 teachers. The result is a book that gives a clear insight into the important attributes of positive growth-producing evaluation events. Implications of these studies for future teacher evaluation programs in terms of research, policy, and practice are also included in this valuable resource book.

The topic is very timely. The significance if this work is that the effort begins linking staff development participation to teacher evaluation.

Richard J. Stiggins is Director of the Center for Performance Assessment, Northwest Regional Educational Laboratory. Daniel L. Duke is Chair of the Department and Professor of Educational Leadership and Policy Studies at the University of Virginia.


"The chapter on context and the comments on 'trust' and 'feedback' are very refreshing in terms of detail. Often, concepts such as these are cited without appropriate elaboration. " — Charles J. Gorman, University of Pittsburgh

"It is clearly written; it reports findings from carefully conducted research; it draws conclusions that have powerful implications for practitioners—teacher evaluators and teachers. The findings are consistent with related research and informed literature. They go beyond the current state of the art as represented in the literature, and way beyond the state of the art as carried out in practice. " — Keith Acheson, University of Oregon