A Model of English Teacher Evaluation for Professional Development
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This study aims to examine important developments in language teacher education and evaluation, show their interrelationships, propose a professional development-oriented model of language teacher evaluation, and offer guidelines for using the model in English teacher evaluation in the Korean context. There has been a general agreement among the public about an important role that teacher evaluation plays in effective schools. However, until recently most schools evaluated teachers in a cursory, prescriptive and judgemental manner as in the principal’s brief annual evaluation of the teacher’s classroom performance. The result of the evaluation tended to serve as criteria by which the teacher is judged for teacher’s future employment prospects, not for teacher’s professional growth. Closely related to the recent attention to teachers’ professional development is the expressed need for a less directive, non-judgemental, collaborative, less prescriptive approach to language teacher evaluation, in which teaching is considered a core feature. The guiding principles for the developmental approach are acceptance of teacher evaluation within the school as an integral part of educational process, collaboration and mutual respect between teacher and evaluator, and teachers’ on-going self-appraisal. It is also suggested that an implicit assumption of the alternative approach is that improved teaching will be beneficial to student learning.
Abstract
This study aims to examine important developments in language teacher education and evaluation, show their interrelationships, propose a professional development-oriented model of language teacher evaluation, and offer guidelines for using the model in English teacher evaluation in the Korean context. There has been a general agreement among the public about an important role that teacher evaluation plays in effective schools. However, until recently most schools evaluated teachers in a cursory, prescriptive and judgemental manner as in the principal’s brief annual evaluation of the teacher’s classroom performance. The result of the evaluation tended to serve as criteria by which the teacher is judged for teacher’s future employment prospects, not for teacher’s professional growth. Closely related to the recent attention to teachers’ professional development is the expressed need for a less directive, non-judgemental, collaborative, less prescriptive approach to language teacher evaluation, in which teaching is considered a core feature. The guiding principles for the developmental approach are acceptance of teacher evaluation within the school as an integral part of educational process, collaboration and mutual respect between teacher and evaluator, and teachers’ on-going self-appraisal. It is also suggested that an implicit assumption of the alternative approach is that improved teaching will be beneficial to student learning.
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