The Observation and Evaluation of Elementary Teachers in Illinois

Basic research into the observation and evaluation of elementary teachers in Illinois was conducted during the 1976-77 school year. The research was divided into two major sections. Section I consisted of the development and administration of a 42-question survey instrument designed to probe observations, evaluations, and elementary teachers\u27 opinions concerning such. The sample universe was restricted to full-time elementary classroom teachers taking graduate courses. Section II consisted of obtaining and analyzing evaluation instruments from various size and type school districts in Illinois. Significant findings of the research include: 1. The majority of elementary principals are male, have in-classroom elementary teaching experience, and perform the evaluations of the teachers at their attendance centers. 2. There is a close relationship between the number of evaluations required and those actually performed. A majority of evaluations are done without prior notification. 3. Informing teachers of the specifics going to be looked for in observations may be useful in reducing teacher resistance. 4. Informing teachers of the intended duration of observations may be useful in reducing teacher anxiety. However, this would have to be determined on an individual basis. 5. Teachers generally feel that evaluators are at least somewhat familiar with the children in their classrooms. It remains indeterminate if the extent of familiarity is sufficient to render accurate judgment in cases where evaluation criteria required such. 6. Correlation of specific questions to frequency distribution of criteria for evaluation mentioned in those questions strongly indicates that evaluators are superficial in their rating of teaching performance. 7. A majority of evaluators give teachers feedback of some kind regarding the observation of their teaching performance. However, a majority of that feedback does not deal with specific ways in which performance can be improved in spite of a majority of evaluators giving feedback on strengths and weaknesses of teaching performance. In those cases in which feedback is specific as to ways of improving instructionsl performance, teachers agree with the suggestions, try them, and feel that their performance improves as a result. 8. A positive correlation exists between evaluators who consider the various learning styles and cognitive levels of a particular teacher\u27s students and evaluators who suggest specific ways in which a particular teacher can improve instructional performance. 9. Teachers do not believe they are adequately observed for the purpose of evaluation. 10. Elementary teacher perception of the value of an evaluator\u27s suggestions for instructional improvement are apparently significantly tied to the variables of that evaluator\u27s in-classroom elementary teaching experience. The teacher\u27s perception of such value is positively correlated to an evaluator\u27s having such experience. No significance is apparent in the amount of that experience. 11. Listed in order of occurrence frequency, the ten most freuqently used evaluation criteria are: Individualization of instruction--by recognition of pupil needs--psychological, social. A variety of materials--equipment--used effectively, wisely--for enrichment. Classroom conditions--physical, various. Instructional skills--variety of techniques. Planning--no descriptor--complete, thorough, well written, indication of, smooth transition. Teacher\u27s enthusiasm--interest, effort. Knowledge of subject matter--use of. Appearance--clean, appropriate dress, hair. An education atmosphere is maintained--wholesome atmosphere. Works cooperatively with others--effective, helpful, harmonious, no descriptor. Is cooperative. 12. An additional three-hundred and seventy-three criteria used for evaluation are ranked according to their frequency of occurrence. Research is continuing