REINVENTING HOW TEACHERS AND LEADERS CO-GENERATE EQUITABLE EVALUATION PRACTICES FOR TEACHER GROWTH AND DEVELOPMENT

Abstract

Teacher evaluation practices are often pro forma processes that offer those evaluated little opportunity for professional growth and development. Using a participatory action research (PAR) design, I engaged teachers and instructional leaders in a process to revamp evaluation procedures for English language teachers in an international bilingual school with the goal of improving pedagogical practices and teacher collaboration. The research team conducted two cycles of inquiry that led to a new, jointly produced evaluation process that incorporated evidence-based observations and post-observation conversation. Teachers actively participated in restructuring the evaluation model and identified their professional development needs. Satisfaction with the new approach was widespread. However, external factors partially undermined the success of the initiative: changes in the school’s leadership structure had an adverse effect by derailing the cooperative space that the redesign project had generated. Diligent work in small groups may not be sufficient to overcome structural obstacles. However, the PAR project developed components that may be replicable in other multicultural or international school settings.