The People and the Policy: The Possibilities and Limitations of Current Supervisory Appraisal Practices for Experienced Secondary Teachers in Ontario
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Notice bibliographique
Résumé
Many Ontarians have lost faith in their teachers. In the court of public opinion, teachers are greedy, entitled, and highly fallible. Quality of teaching is questioned, and the belief that ineffective teachers are "protected" by their federations, persists. Raising the issue of teacher quality, and examining the Teacher Performance Appraisal (TPA) policy, at this time, has enormous implications. Are Ontarioâ s teachers held to the highest standards? Are there mechanisms and tools within the TPA policy that would promote authentic and sustained teacher development while at the same time offering provisions for the removal of those who do not demonstrate improvement? The purpose of this qualitative research study was to explore these questions and to examine perceptions of current supervisory appraisal practices of experienced secondary teachers in Ontario as held by teachers, administrators, and teacher labour union representatives. This study took a grounded theory approach and was propelled by a social constructivist interpretative framework. Three main sources of data were collected: document analysis, surveys, and interviews. All data were rigorously coded and analyzed, iteratively, in order to develop a comprehensive and rich narrative of the perceptions of the stakeholders in regards to the possibilities and limitations associated with current teacher evaluation practices in Ontario and the potential for authentic, lasting impact upon teaching practice. It is a central finding of this study that conflicting notions of teaching, and indeed in the expectations of the role teachers inhabit in education, create a tension within which clarity and consistency in implementation of the TPA process are casualties. Additional findings of this study are: (1) the TPA policy presupposes a particularly narrow view of teaching and teacher learning; (2) there are significant inconsistencies in implementation of the TPA process across the province; (3) problems in implementation are derived from the dueling objectives of the policy; and (4) for a large faction of study participants, the TPA process does not serve as a vehicle for teacher growth and development. Possibilities, however, within the current model of teacher performance appraisal in Ontario, are presented, as well as recommendations and directions for future inquiry.
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| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
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| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
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