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The following is an excerpt from Chapter 19: “Conclusions” of Dr. Dianna Whitlock’s published book, “Teacher Evaluation as a Growth Process.” To purchase the full book, visit Amazon or Barnes&Noble.

Part 3, Chapter 19: Conclusions

We have discussed a number of elements of teacher evaluation. The takeaway is that it is a practice of growth and development, not a punitive measure to try to catch someone doing the wrong thing. 

As our educational workforce changes, the next generation of teachers and administrators continue to need consistent, targeted feedback in order to develop professionally. If done intentionally, teacher evaluation practice can serve as a guiding force in this development. 

Establishing and nurturing your district’s evaluation process may seem like a task for another day, but in reality, it deserves priority. It can help create a culture of communication, feedback, and professional practice that can drive your staff to an improved culture of collaboration and a growth mindset. As educational leaders, we all share a responsibility to create this culture and guide those around us. My hope is that this book inspires others to prioritize this mindset and develop the next generation of educational leaders.

One of the most relevant educational quotes in regard to teacher evaluation and development follows:

 “If someone is going down the wrong road, he doesn’t need motivation to speed him up. What he needs is education to turn him around.” – Jim Rohn

(as cited by Juma, 2019).

I hope that as educational leaders, we can continue to guide others down the right road. 

To continue reading the full study findings, click here to purchase the full book.

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