DOI: 10.1108/978-1-80791-544-520261012 ISSN:
Evaluation as a Transformative Process
Kathleen B. King, Mary Beth ResslerAbstract
Teacher evaluations have promise as a transformative process of professional development rather than narrowly serving as evidence for contract and promotion consideration. District leaders can utilize social emotional skills, equity, and cultural responsiveness as tools to transform teacher evaluations into a dialogic approach with concrete growth targets. Post observation conferences with active listening and guided questioning can positively impact classroom practices and student outcomes. Induction to a clear process for school leaders is needed, centered on teacher-centered reflection, the leveraging of teacher assets, and an emphasis on growth and development.