Teacher Evaluation

In this case, a teacher is unhappy with her evaluation, which she claims was conducted in violation of policy. Namely, she alleges that the evaluator did not observe her for a full class period, nor did he consult her about the evaluation before it became a part of her record during the post conference. She has filed a grievance with the superintendent. This paper performs a study of this case to evaluate the legal and ethical issues that arise from the situation, as well as to suggest alternatives for possible resolution. The paper also discusses the advantages to all the parties involved in attempting to resolve this matter as a group in the most non-adversarial manner possible.

To say that the various parties interested in the outcome of a given situation is not to say that the parties are necessarily adversarial. Rather, although each of the parties might have different particular interests, it may yet be in all the parties' best interest to seek a resolution that addresses everyone's concerns. This situation seems like such a case. One advantage of this case is that it does not deal with a decision to terminate the teacher's employment. As such, this is not a case where the teacher and the schnol's desires ard in inherent conflict. Rather, this appears to be a question of whether proper procedure was followed. Although the case might ultimately turn on the teacher's dissatisfaction with the content of the evaluation, all of the parties'

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ected by state law. The evaluation procedures are embedded into union contracts and, therefore, the union has the duty to ensure that the contractual language is respected ("What teacher evaluation should know," 2004, p. 80). Notably, however, the union representative does not have the power to prevent the school from standing by the evaluation if it was created according to the procedure laid out in the contract. Therefore, the union's ultimate concern is not that the teacher should get a good evaluation, or that the bad evaluation should be retracted. Rather, the union representative will be concerned that the school prove it followed procedure is preparing the evaluation. Unions do not have the authority or power to prevent consequences for teachers who do not fulfill their educational responsibilities or conduct themselves according to the school rules for performance and behavior ("What teacher evaluation should know," 2004, p. 80). In that particular instance, therefore, the teacher and her union representative might have differing values as to the outcome of the grievance process. The evaluator, the school and the superintendent, on the other hand, should be primarily interested in ensuring that proper evaluation procedure

Category: Government - T