Laura Harnish

In order to monitor and assess teacher growth, it seems that there should be some way to identify where a teacher is and where he or she would like to be. Perhaps there is some sort of developmental continuum that organizes attitudes or instructional practices. If such a scale exists, then who is responsible for assessing the teacher*s existing state and their subsequent desired state? Would this be done by the teacher in self analysis, collaboratively with a teacher leader, or formally through evaluation? Also, what tool is there, such a questionnaire or rubric, to assess the teacher's current state of attitude, beliefs or practices? Does anyone have some suggestions?

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