Beyond Hammers versus Hugs: Leveraging Educator Evaluation and Professional Learning Communities into Job-Embedded Professional Development

Autor/inn/en	Woodland, Rebecca H.; Mazur, Rebecca
Titel	Beyond Hammers versus Hugs: Leveraging Educator Evaluation and Professional Learning Communities into Job-Embedded Professional Development
Quelle	In: NASSP Bulletin, 99 (2015) 1, S.5-25 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636515571934
Schlagwörter	Integrated Curriculum; Faculty Development; Communities of Practice; Instructional Improvement; Teacher Evaluation; Systems Approach; Sequential Approach; Training Methods; Integrated Activities; Educational Change; Educational Practices; Educational Strategies; Vignettes; Language Arts; English Teachers; Secondary School Teachers; Teacher Collaboration; Learning Experience; High Schools + Suchen Sie Ihr Suchwort? Community; Unterrichtsqualität; Teacher appraisal; Lehrerbeurteilung; Systemischer Ansatz; Schrittfolge; Didaktik; Trainingsmaßnahme; Integrierender Unterricht; Bildungsreform; Bildungspraxis; Lehrstrategie; Sprachkultur; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Lernerfahrung; High school; Oberschule
Abstract	Educational evaluation (Ed Eval) and professional learning communities (PLCs) are two of the nation's most predominant approaches to widespread instructional improvement. Yet key attributes of these reform initiatives are too often experienced by teachers as burdensome, or even detrimental, rather than helpful. The authors of this article contend that school leaders will be more successful in their school improvement efforts when they integrate the most promising elements of PLCs (disciplined collaboration, deprivatization of practice, and classroom-based assessment) and Ed Eval (use of professional performance standards, observation and feedback, and a focus on results) into a tiered system of job-embedded professional development. The authors articulate the promises and pitfalls of Ed Eval and PLCs and reenvision how they could be integrated into a system through which subpar teaching is systemically addressed, acceptable teaching is improved upon, and outstanding teaching is sustained and replicated. The authors showcase elements of integrated system using vignettes based on the experiences of an actual high school-level English language arts teacher team. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01