The evaluation of evaluation, a critical perspective on management aspects of teacher evaluation in Ontario's school systems

grantor: University of TorontoAs illustrated in the literature review, the professional literature in both education and management is surfeited with methods of evaluation, both hypothetical and established, in addition to criticisms and meta-criticisms of those methods. As far as is generally known, little has been done to correct or improve teacher evaluation from a management or systems perspective since the majority of evaluations is still done by principal observation. This position is thoroughly outlined in the section on the literature review. The present study, as described in the methodology section, through probing and assertive interview techniques rooted in strategically-selected, literature-based provocation-hypotheses, attempts to investigate that situation. Those segments of the study, the data and the analysis, are, without apology, designed to expose those defensive attitudes that seem to have been inculcated upon both the teachers and principals. As evidence in the thesis illustrates, overall those attitudes are seen to be present as part of a general culture of compliance. Not only has this environment of acquiescence in that culture acted to reinforce the status quo, but it also may have given rise to a complementary, even more specific culture of mythology heavily focused around the whole topic of evaluation. Those portions of the study, the data and the analysis, reveal serious flaws in management's planning of evaluation. The discussion segment immediately following seeks to highlight serious deficiencies in management, which could possibly be corrected within most modern management systems. The focus on these flaws is outlined with respect to the current literature and extrapolated further into implications, recommendations and suggestions for future studies. Additionally, a systemic gap in efficiency seems to exist when other more established professions and the teaching profession are contrasted. It is the judgement of this study that the practices still prodigiously defended by principals and sometimes by teachers have already been abandoned by other professions. These other university trained professions, notably engineering, law and medicine, have recognized the pernicious effect of avoiding serious, consequential evaluation. It is in the last segment, however, speculation on implications and recommendations, that the outline for future studies are detailed. There, suggestions are offered that describe possible solutions. Those proposed projects could be instrumental in restructuring the culture and the environment of teacher evaluation. It is hoped that this thesis will at least provide some impetus to begin the initial process that might help establish a solid link between teacher evaluation and teacher effectiveness.Ph.D