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- W17584865 abstract "Calls to professionalize teaching turn on the ability of policy makers to increase peer involvement in the setting of professional standards for teachers and in the monitoring of individual practitioners. Yet few models of peer involvement in teacher evaluation exist at the elementary and secondary level. This study examines peer involvement in the summative evaluation of teachers in three school districts in an effort to explore critical issues in this underdeveloped field. This research is exploratory in nature. A qualitative methodology was employed to construct three case studies. Document inspection was combined with a semi-structured elite interview format to provide the data Data were collected and analyzed according to qualitative research guidelines discussed in Yin, (1984), and Miles and Huberman (1984). Three critical issues emerged. Extensive teacher involvement in both the design and the implementation of any peer evaluation system symbolizes teachers' professional status and secures commitment. Teacher involvement maximizes the sources of expertise within a district. Existing collegial relations among teachers must be seen as a starting point for planning peer involvement in the evaluation process. Districts must make stratecic decisions regarding the extent and form of peer involvement based on past experience. Blending bureaucratic and professional conceptions of authority and control within a school district is necessary if valid summative judgments are to result. Professional and bureaucratic controls can serve as a check and a balance that enables tLtchers to trust the validity of the personnel decisions that resul" @default.
- W17584865 created "2016-06-24" @default.
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- W17584865 date "1987-04-01" @default.
- W17584865 modified "2023-09-27" @default.
- W17584865 title "Variations on a Theme: An Analysis of Peer Involvement in Teacher Evaluation." @default.
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