Teacher Evaluation and Professional Identity Formation: Examining Effects on Teacher Development

• In Event: Poster Session 11
  In Poster Session: Teacher and Adminsitrator Evaluation Reforms

Abstract

An analysis of local teacher evaluation policy and related public discourse reveals potential links between job expectations and perceptions of teaching objectives and responsibilities. Teachers must craft their personal approach to the classroom and negotiate their own pedagogical beliefs within structural boundaries like policies that seek to define their professional role. Embedded messages about what teachers should be held accountable for both implicitly and explicitly contribute to already complex, value-laden job environments. These messages also delineate who should determine these guidelines, while historically positioning teachers as less powerful contributors to such processes within their workplace.

Author

• Laura Gutmann, Stanford University