Traditional Teacher Evaluation Models: Current and Future Trends for Educators

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Author(s): Katina M. Leland (University of Arkansas, Little Rock, USA)and Amy L. Sedivy-Benton (University of Arkansas, Little Rock, USA)
Copyright: 2014
Pages: 20
Source title: Andragogical and Pedagogical Methods for Curriculum and Program Development
Source Author(s)/Editor(s): Viktor Wang (Florida Atlantic University, USA)and Valerie C. Bryan (Florida Atlantic University, USA)
DOI: 10.4018/978-1-4666-5872-1.ch017

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

Student achievement has become one of the main focal points regarding education across the United States. With this intense focus on students, teachers are thrust unwillingly into the spotlight. Teacher practices and student outcomes have become the new norm for evaluation in PK-12 education. That method of evaluation is crossing over into teacher preparation programs as attempts are being made to connect the quality of a teacher preparation program to the performance of those graduates in the classroom. This chapter focuses on the current trends that exist for both pre-service teachers as well as teachers of record. A brief history is examined as well as issues that currently exist within these structures. The chapter concludes with the implications of these practices and suggestions for future trends and recommendations for evaluating teachers at both the pre-service experience level and when they are employed in the classroom.

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