HIGH DEFINITION PRAXIS: DIGITAL VIDEO, PEER REVIEW, AND BETTER FOR THE EXPERIENCE
Journal Title: International Journal of Social Sciences and Education - Year 2018, Vol 8, Issue 1
Abstract
Teacher evaluations in the short and long term greatly impact classroom practices. After all, teachers must do well on these evaluations to keep their positions. Regardless of the feelings of any educator towards the process of observation and evaluation and or its ultimate worth, performance evaluations are the rudder that ultimately steers a career. While the observation and evaluation components are certainly important, we will argue that the nature of the current system(s) is not really built to aid in the kind of long-term professional growth that research shows to be beneficial. The lasting value gleaned from this process is always dependent on the context in which it occurs. The right information and perspective must be available and able to be communicated, otherwise, the principal’s feedback and evaluation will likely be a collection of generalized comments. This is where the film and nature of structured feedback come to bear on the process. Working with a group of 18 teachers at different levels of the K-12 spectrum and in different academic settings, the researchers utilized a two-camera approach in filming classes and lessons. For this filming, it was each teacher’s choice ove which aspect of instruction/learning was recorded and reviewed. We sought to understand which approach held the greatest value for the educator in terms of personal and professional growth and create a framework to support that. The study participants’ responses on pre-and post-surveys addressed value in the area of evaluation and feedback. These responses are included in the article.
Authors and Affiliations
James Barbre, Denice Honaker
Keywords
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