Abstract
One of the three functions of the Ontario performance appraisal is “to provide for fair, effective, and consistent teacher evaluation” (Ministry of Education, 2002, p. 3). Without consistency, the appraisal is no longer fair or effective. Through the application of Grounded Theory, it was discovered that consistency in implementation was not occurring. This paper discusses how the central phenomenon - principal consideration of task – causes inconsistency in implementation. As long as the process is not followed, and school principals apply alternate expectations and procedures, the performance appraisal cannot be used to determine the competency of teachers.
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