Self evaluation and peer observation of early career teachers in a standards-based context: Preliminary results
Hansen, J.B., Schalock, M.D. and McConney, A. (2001) Self evaluation and peer observation of early career teachers in a standards-based context: Preliminary results. In: Annual Meeting of the American Educational Research Association (AERA) 2001, 10 - 14 April 2001, Seattle, WA.
This study examined the relationships between teachers' self-assessment and their ratings by master teachers on key dimensions of proficiency as defined by Oregon's Continuing Teaching Licensure (CTL) requirements, and it explored differences between teacher behaviors and practices as a function of their teacher preparation programs. It also examined the properties of the observation instrument used in the study for the purpose of improving that instrument for possible use as a teacher assessment tool for the CTL process. The observation form, A Profile of Teaching in a Standards-Based Classroom, contains an observation section and a teacher rating form. Twelve master teachers with experience in teaching in Oregon received training in the use of the form and then observed sixty-five first-year, kindergarten through grade 5 teachers. This preliminary study, although far from conclusive, provided a considerable amount of useful information for refining the observation guide. Results show that teacher preparation institutions do have an effect on specific observable teacher practices in a standards-based framework. Data also suggest that higher levels of continuing professional development can lead to observable differences in teacher practices. The limited results obtained so far show promise for developing observation tools that are sensitive to identifying differences in teachers' practices and their preparation.
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