Teacher Evaluation The Charge and the Challenges
“Teacher Evaluation: The Charge and the Challenges” by Kate E. O’Hara, published by Peter Lang in 2015, explores the contentious landscape of teacher evaluation in contemporary education. This edition, comprising 212 pages, addresses the growing divide in national discussions surrounding teacher assessment, highlighting the challenges faced by educators in both preparation programs and public schools. O’Hara critiques the reliance on biased and quantitative measures that define what it means to be a “good” or “effective” teacher.
Readers will find a thorough examination of the implications of current evaluation practices and the call for a more democratic approach to accountability in education. The book encourages educators, policymakers, and reformers to engage in critical dialogue about the future of teacher evaluation and its impact on educational policy and reform. With a focus on issues such as evaluation and assessment, as well as teacher training and certification, this work aims to foster a deeper understanding of the complexities involved in evaluating teaching effectiveness.
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The evaluation of teachers is at the forefront of national discussion, with the divide on the topic growing increasingly deeper. Teachers are under attack, in a war waged from the top down, complete with private entities, standardization, and a limited view of what it means to be «good» or «effective». In both teacher preparation programs and in our public schools, teachers entering the profession and practicing in classrooms face evaluation measures that are biased, unreliable, and reliant upon quantitative outcomes. Teacher Evaluation: The Charge and the Challenges aims to «talk back» to the national rhetoric about teacher evaluation and accountability measures, with a call for all educators, policy makers, activists, scholars, and reformers to engage in critical dialogue and democratic practices.
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