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Respecting Teacher Autonomy in the Face of Accountability Mandates: Possibilities for Positive Outcomes
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| Presenter(s):
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| Sigurlina Davidsdottir,
University of Iceland,
linadav@hi.is
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| Penelope Lisi,
Central Connecticut State University,
lisip@ccsu.edu
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| Abstract:
Icelandic schools were mandated in 1996 to evaluate their work. In 2000, two researchers - from Central Connecticut State University and the University of Iceland - initiated a longitudinal study of four Icelandic schools developing self-evaluations. Teachers and leaders formed teams to develop and implement evaluation systems, instead of using summaries of test scores, as is more traditional, based on accountability demands. Results from the first four years of the study (2000-2004) indicated significant respect for teacher autonomy, and teachers perceiving themselves empowered to make critical decisions about teaching and learning in an increasingly collegial and collaborative work culture. In terms of accountability, teachers reported developing greater skill in examining their own teaching practices, and linking better curriculum developments and student achievement. The results of the study appear to indicate that when accountability is addressed with a respect for teacher autonomy, the impact on teaching and learning can be substantial.
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Spreading the Good Word: Strengthening Understanding of Evaluation in New Zealand
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| Presenter(s):
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| Graham Stoop,
Education Review Office,
graham.stoop@ero.govt.nz
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| Abstract:
In the last decade or so, the New Zealand Education Review Office has developed evaluation methodologies for reviewing schools and early childhood services based on a growing understanding of evaluation theory and practice issues. The methodologies use participatory approaches that expect a high level of engagement with stakeholders (students, teachers, principals, parents and communities) while at the same time maintaining objectivity in the processes of qualitative data gathering, analysis and synthesis. Successful implementation requires that all participants – evaluators and stakeholders – have a good understanding of evaluation and how it can help improve the quality of education outcomes and experiences for students.
The Education Review Office has undertaken a programme of engagement with key groups including parents, families and communities, teachers and principals, and government agencies. There has also been a strong emphasis on training educators recruited from schools in the core evaluation skills.
This presentation will explain the activities undertaken – ranging from involving international experts in national training programmes for evaluators to meetings, seminars and workshops conducted with stakeholders on topical issues to improve the understanding and use of evaluation processes and findings.
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The Need for Teacher Evaluation in Early Childhood Education in Korea
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| Presenter(s):
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| Kyoung jin Kim,
University of Illinois at Urbana-Champaign,
kkim37@uiuc.edu
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| Jungmi Kim,
Sahmyook University,
kimjm@syu.ac.kr
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| Abstract:
There is no nationwide evaluation system for teachers in early childhood education in Korea. To facilitate children's learning and improve teachers' teaching ability, evaluations of teachers are crucial. In order to create effective evaluations, understanding kindergarten teachers' perspectives on evaluations is needed. Therefore, in this research, we seek to understand teachers' perceptions of teacher evaluations, especially the purpose, content, instrument, method, design, role, and use of evaluations. We employed mixed methods in order to extend the scope of our inquiry and to clarify the findings of our study. We surveyed 200 teachers and interviewed 30 teachers to find out their perspectives on teacher evaluation. Major findings suggest that meaningful evaluation tools are needed to encourage teachers to take the initiative to reflect on their teaching. In addition, these tools should become a part of professional development for early childhood educators
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