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Traditional Teacher Evaluation Models: Current and Future Trends for Educators

Traditional Teacher Evaluation Models: Current and Future Trends for Educators

Katina M. Leland, Amy L. Sedivy-Benton
Copyright: © 2016 |Pages: 21
ISBN13: 9781522501640|ISBN10: 1522501649|EISBN13: 9781522501657
DOI: 10.4018/978-1-5225-0164-0.ch078
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MLA

Leland, Katina M., and Amy L. Sedivy-Benton. "Traditional Teacher Evaluation Models: Current and Future Trends for Educators." Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 1620-1640. https://doi.org/10.4018/978-1-5225-0164-0.ch078

APA

Leland, K. M. & Sedivy-Benton, A. L. (2016). Traditional Teacher Evaluation Models: Current and Future Trends for Educators. In I. Management Association (Ed.), Teacher Education: Concepts, Methodologies, Tools, and Applications (pp. 1620-1640). IGI Global. https://doi.org/10.4018/978-1-5225-0164-0.ch078

Chicago

Leland, Katina M., and Amy L. Sedivy-Benton. "Traditional Teacher Evaluation Models: Current and Future Trends for Educators." In Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1620-1640. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0164-0.ch078

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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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