Teacher evaluation. (c2011)

Abstract

The following research project is a qualitative case study conducted in one of the schools in Mount Lebanon, JHS. The aim of this study was to develop a new set of recommendations to amend an existing practice in school. Based on the need to replace the current teacher evaluation process from a summative to a more formative evaluation system, several methods were used to collect data in order to develop the new checklist. The lower elementary principal, the math and science coordinator, and the lower elementary homeroom teachers (in addition to an Arabic teacher) were interviewed. The previous teacher evaluation checklist was analyzed. Finally, a reflective journal was written in order to discuss the personal experience of the researcher with the current practice from the beginning of her journey in JHS. Data analysis proves the need for improving the current practice. The teachers and researcher want their coordinators to conduct classroom observation for formative evaluation to know if they are doing a good job or not. A new teacher evaluation checklist was devised and piloted to fit the practice and culture in school, the heavy load of the coordinators, and the preference of the principal.