I have recently served on a school committee revising the teacher evaluation program. In this frame of reference, a recent article published by the Carnegie Foundation for the Advancement of Teaching caught my eye. Both in reading this article and in my own discussions and work on the topic, it appears that the evaluation process in both private and public institutions can present itself as a daunting and stressful situation for teachers both novice, and experienced. This certainly need not be the case. If the school administration clearly outlines the evaluation process and procedure to their teachers, the teacher is given multiple opportunities to share their craft with supervisors, and timely feedback with an action plan is given to the teacher, then the process can be highly purposeful and constructive. After all, maintaining a highly competent and supported teacher body is essential to the success of any school. Emphatically outlining to teachers that the evaluative process is intended as a supportive drive to excellence can only enhance goodwill on all sides.
The article mentioned above has particularly useful suggestions with regard to the feedback domain of the evaluation process. Read the article HERE.
Carnegie Foundation for the Advancement of Teaching HERE