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Based on 178 survey responses, the study analyzes five areas: preparation and training, classroom observations, preparation of the formal evaluation, effects on teaching practice, and ways to improve the process. Findings indicate limited and often unhelpful training, concerns about observation validity, and limited evidence of substantial classroom improvement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/administrators-views-on-teacher-evaluation-examining-ontarios-teacher-performance-appraisal/596550/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/administrators-views-on-teacher-evaluation-examining-ontarios-teacher-performance-appraisal/596550.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about Ontario’s Teacher Performance Appraisal process?","Question",{"text":112,"@type":113},"The study examines administrators’ views (principals and vice principals) regarding the province’s Teacher Performance Appraisal process.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many survey responses were collected, and what areas were analyzed?",{"text":117,"@type":113},"A total of 178 responses were collected and analyzed across five areas: preparation and training, classroom observations, preparation of the formal evaluation, impact on teaching practice, and improving the process.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the study’s main conclusions about training and classroom observations?",{"text":121,"@type":113},"Administrators did not receive extensive or very useful training. Many also did not feel classroom observations adequately assessed teacher practice or that the process substantially improved teaching practice in their schools.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596550,1792211402,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","ADMINISTRATORS’ VIEWS ON TEACHER EVALUATION:  \nEXAMINING ONTARIO’S TEACHER PERFORMANCE APPRAISAL  \nSachin Maharaj, OISE, University of Toronto  \nThis study examines the views of administrators (i.e., principals and vice  \nprincipals) in Ontario, Canada, with regard to the province’s Teacher  \nPerformance Appraisal process. A total of 178 responses were collected from  \na survey that examined five areas: 1) preparation and training; 2) classroom  \nobservations; 3) preparing the formal evaluation; 4) the impact on teaching practice; and 5) improving the process. Results indicate that administrators did not receive extensive training and, of the training they did receive, most did  \nnot find it very useful. Most administrators did not feel strongly that the  \nclassroom observations adequately assessed teacher practice and most did not  \nfeel that there had been substantial improvement in teacher practice in their  \nschools as a result of the process. The most common suggestions for  \nimprovement were to have more classroom observations, some of which are  \nunannounced; to evaluate teachers more frequently; and to have more than  \ntwo rating categories.  \nIntroduction  \nMany research studies have shown that the quality of instruction is the single most important factor in student achievement (Clotfelter, Ladd, & Vigor, 2007; Ferguson & Ladd, 1996; Hattie, 2002; Haycock, 1998; Nye, Konstantopoulos, & Hedges, 2004; Rice, 2003; Rivkin, Hanushek, & Kain, 2005; Whitehurst, 2002; Sanders & Rivers, 1996) . The evidence also indicates that having above average teachers for a sustained period of time can overcome the achievement gap between students from higher income and lower income families (Bracey, 2004; Rivkin, Hanushek, & Kain, 2001) .  \nAll of this indicates that if we are to close the achievement gap we must ensure that all students, but especially our neediest, have the most effective teachers possible. Every day that  \nchildren are subjected to an ineffective or mediocre teacher allows the achievement gap to widen and we know that good teaching has the potential to close it. It should thus be clear what the principal’s most important job is (or should be): to ensure high quality teaching in every classroom (Marshall, 2009) .  \nBut how does the principal do this? Some suggest that the solution lies in hiring and firing practices. This view was summarized in Newsweek’s March 2010 cover story “Why We Must Fire Bad Teachers” addressing the problems of America’s education system: “Nothing, then, is more important than hiring good teachers and firing bad ones”(Thomas & Wingert, 2010) . The problem with this view is that, within the confines of current collective bargaining agreements, the vast majority of teachers are not candidates for dismissal and, in a climate of declining enrolment (in Ontario as well as in other provinces), vacancies are occurring less frequently. So while more effective hiring and firing practices may increase average teacher effectiveness over time, it fails to address the majority of teachers who are currently in classrooms.  \nThe response of many education systems across the world has been to assess and evaluate its teachers. Teacher assessment and evaluation policies exist in many forms across school districts in the United States, Europe, Asia, and Latin America (Larsen, 2009) . They have received increased attention as part of the overall move towards greater accountability in education and efforts to engender a high quality teaching profession. This study aims to examine one such teacher assessment and evaluation policy from the perspective of administrators, the Teacher Performance Appraisal (TPA) process which was introduced to the province of Ontario in 2002.  \nSignificance of the Study  \nPrevious research on teacher assessment and evaluation policies has focused on teachers’ perceptions of these policies and has been conducted primarily in the United States (e.g. Johnson, 1990; Kauchak, Peterson, & Dr","cbCaivlfhamW9iMs","https://ap.wps.com/l/cbCaivlfhamW9iMs","pdf",555760,58,"English","# Introduction\n# Significance of the Study\n# Research Focus and Survey Areas\n# Summary of Key Findings\n# Suggested Improvements","[{\"question\":\"What does the study examine about Ontario’s Teacher Performance Appraisal process?\",\"answer\":\"The study examines administrators’ views (principals and vice principals) regarding the province’s Teacher Performance Appraisal process.\"},{\"question\":\"How many survey responses were collected, and what areas were analyzed?\",\"answer\":\"A total of 178 responses were collected and analyzed across five areas: preparation and training, classroom observations, preparation of the formal evaluation, impact on teaching practice, and improving the process.\"},{\"question\":\"What are the study’s main conclusions about training and classroom observations?\",\"answer\":\"Administrators did not receive extensive or very useful training. Many also did not feel classroom observations adequately assessed teacher practice or that the process substantially improved teaching practice in their schools.\"}]","Administrators’ Views on Teacher Evaluation - Examining Ontario’s Teacher Performance Appraisal | PDF",1792083282,146]