chapter  4
Teacher Portfolios and Teacher E v alu ation ........................................... What Are Alternatives to Observation- Only Teacher
Pages 18

What's more, in the above instance, principals and administrators shared the teacher's concerns. They, too, criticized the narrow instructional model on which the evaluation was based, a problem that could be addressed by redefin­ ing teachers' instructional responsibilities more broadly and less prescriptively. Yet, principals and administrators also wanted a vehicle for accounting for, and recognizing, not only the instructional responsibilities of teaching, but also the many related responsibilities such as planning, assessment, management, and

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professionalism that support excellence in teaching. This was the content of the teacher's hypothetical videotape. After all, if your teacher evaluation system is based primarily on a limited formal observation of instruction in the classroom, how does an evaluator "observe" everything else that goes into being a teacher? Can all of the important duties and responsibilities of teachers be observed, or are there other means to better capture the essence of quality teaching? In an at­ tempt to answer these questions, in this chapter we explore the following issues related to the use of teacher portfolios in teacher evaluation:

♦ What are alternatives to observation-only teacher evaluation sys­ tems?