Abstract
Teacher evaluation is an important component of the education reform agenda. This study gathered and examined information regarding teacher evaluation practice in Indiana, which was needed before wide-scale implementation of new models mandated by recent legislation. Information was received from 477 principals regarding their current use and perceptions of effectiveness of summative, formative, and emergent evaluation methods. Elementary and secondary principals reported high use and effectiveness of many summative and several formative methods but reported low use of most emergent practices and disagreed that these methods were effective. Recommendations are provided to facilitate field-based support when implementing new models.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
