Evaluating the Systems: Teachers’ Perspectives on Teacher Evaluation

Abstract

High school teachers (N = 48) in four schools in two districts in Florida and Wisconsin analyzed two behavioral teacher evaluation systems used in Florida (Florida Performance Measurement System [FPMS] and Teacher Assessment and Development System [TADS]), a Self-Evaluation Checklist, and an Alternative System designed to assess teachers’ reflection on practice. Overall, teachers rated the Alternative System most highly because they thought the system would facilitate professional growth by encouraging teachers to reflect on their teaching. However, Wisconsin teachers rated this system more highly than did Florida teachers, who rated TADS more favorably. Teachers’ ratings of TADS were significantly related to their agreement with a teaching effectiveness perspective, and Florida and Wisconsin teachers differed in their agreement with this perspective. Comparisons of teachers’ judgments who had actually used particular systems with those who had not showed the importance of considering the context as well as the content of evaluation systems.