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...acts (lesson plan, videotape of lesson, samplesof student work, narrative comments) instead of others is a judgement that requires determining how thesfeatures of one artifact are superior to others (=-=Danielson, 1996-=-, 2007; Darling, 2001; MansvelderLongayroux et al., 2007). Combined with other evaluator’s review, documents prepared by the teachersmay be used for a summative purpose. However, the formative purpose...

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...nt through the evaluation process (Cohen and Rice, 2005), by leading the teacher to focus onswhat makes a strong curriculum and what makes an accurate assessment of student learning. Severalsauthors (=-=Bond et al., 2000-=-; Lustick and Sykes, 2006) stress that teachers applied in the classroom whatsthey learnt from the evaluation process. Teachers seem to have also gained new enthusiasm for thesprofession – regarding h...

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...because itsboth represents one of the most complex and comprehensive approaches to teacher evaluation, and leads tosa formal recognition – the National Board Certification (NBC). A number of authors (=-=Cavalluzzo, 2004-=-;sGoldhaber and Anthony, 2007; Vandervoort et al., 2004; Smith et al., 2005) found that students of teachersswho have obtained the NBC do better on standardised tests than students of non certified te...

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...y actors of educationssystems. As a consequence, evaluation has often been a meaningless exercise, stemming from requiredsbureaucratic rituals in schools, and endured by both teachers and evaluators (=-=Danielson, 2001-=-; Holland,s2005; Marshall, 2005). Only recently some countries have demonstrated a growing interest in establishingsevaluation systems as an integral part of broader teacher and school policies (Peter...

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...en influenced by a number of affective or nonperformance factors such as the likability of the subordinate or the first appraisal they made on thesparticular teacher being evaluated (Lefkowitz, 2000; =-=Bolino and Turnley, 2003-=-; Jacob and Lefgren, 2005a,s2008). Levin (2003) and MacLeod (2003) demonstrate that principal’s compression and leniency insperformance evaluations, often found in practice, are features of the optima...

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...otape of lesson, samplesof student work, narrative comments) instead of others is a judgement that requires determining how thesfeatures of one artifact are superior to others (Danielson, 1996, 2007; =-=Darling, 2001-=-; MansvelderLongayroux et al., 2007). Combined with other evaluator’s review, documents prepared by the teachersmay be used for a summative purpose. However, the formative purpose is predominant since...

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...ed to better understand what is expected from a ‘good’ teacher (Danielson and McGreal, 2000)swhereas others emphasise their prime need for formative feedback in order to keep their motivation intacts(=-=Day and Gu, 2007-=-).s29.sPeriodicity of evaluation. A major issue to consider is whether formal evaluations are part of thesteacher’s regular work or occur in special instances (and informal evaluations remain otherwis...

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...y reflectsteaching performance, especially when measured in value-added gains rather than in absolute terms, i.e.safter controlling for the previous results of individual students the teacher taught (=-=Braun, 2005-=-). ThesCalifornian Teacher Performance Assessment for example measures student learning improvementssrelatively to the districts’ standards in order to recommend teacher for a credential. Nonetheless,...

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...cided by the central State. For example, Chilean municipalities providedsadvice for the design of the evaluation process, but now all apply the same national system, which wassenacted by law in 2004 (=-=Avalos and Assael, 2006-=-).s21.sSchool leaders. The more decentralised the country is, the more school leaders take an importantspart in designing and implementing the evaluation process. In Finland, whose educational system ...

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...o provide improved learning for all students, and ifsteacher performance and practice is the most important factor in this, then teacher evaluation may besconsidered as a quality assurance mechanism (=-=Danielson and McGreal, 2000-=-; Kleinhenz and Ingvarson,s2004). Assuming that the quality of teachers and the quality of teaching matter, an evaluation processsshould ideally be directed towards both educational efficiency – ensur...

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...rameworks of professional standards, know the specificities ofscontent and skills for each teaching area, but are relatively less able to adapt the process to the schoolscontext, problems and values (=-=Anderson and Pellicer, 2001-=-).s72.sIn relation to the formative purpose, there are also debates about who is in the position tosaccurately define teachers’ needs for improvement and provide the most constructive feedback. Peers ...