Self-Articulation and -Assessment of Teacher Performance Management Systems in the Federated States of Micronesia

• In Event: 31.084 - Innovative Approaches to Systems Thinking: Negotiating Power and Reform

Abstract

Teaching quality is understood to be the greatest school-related factor related to student academic achievement and outcomes. How teacher performance management (TPM) systems operate in the Federated States of Micronesia (FSM) is of particular interest to local policymakers and administrators and other international governments and non-governmental organizations.
This study engaged with teachers, principals, central administrators, and policymakers to self-articulate and -assess the TPM systems across the four states of the FSM and nationally. These educational stakeholders identified the formal and informal TPM policies, processes, and relationships as they understood them. Notable among the findings was an initial interchangeability of terms such as “qualified,” “teacher quality,” and “teaching quality,” but ultimate recognition of operational differences and how they were supported.

Author

• Richard Choe Seder, University of Hawaii - Manoa