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
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?