An examination of observer skills as an indicator of teacher appraisal training effectiveness in North Carolina: an exploratory study

Abstract

The purpose of this study was to examine the effectiveness of the Teacher Performance Appraisal Training Program in North Carolina by analyzing the skills and techniques used by three observers in performing an "appraisal cycle" of five video-taped classroom teachers. Four research questions were addressed: What impact does training have upon observer perceptions of the prescribed functions of teaching and the appraisal process? How consistent are observer's processes of data collection and analysis? How consistent are observer ratings of teacher performance? Does the system discriminate among teachers?

The findings in this case study revealed that the impact of training varied substantially across observers, indicating the need for remedial training for two of three observers. Data collection and analyses across observers were frequently inconsistent and contradictory. Within the recommended range of tolerance, observer ratings of performance were similar, although perceptions of behavior differed. While the appraisal system did tend to discriminate among teachers, the accuracy of such discrimination was contaminated by evidence of subjectivity and bias.