The overarching aim of our study was to develop a portrait of educator perceptions of the appraisal processes in London schools. We collected survey and interview data from educators in four disparate London schools. Data across schools represented a generally positive view of the appraisal processes, yet educators advocated for improvements, including more frequent classroom observations, immediate feedback, the establishment of an ongoing, reflective document and individualized targets for professional growth. The new SEED model of evaluation for teachers in Connecticut closely resembles the 2012 English teacher appraisal policies. We propose that the aforementioned improvements would also positively influence the effectiveness of the SEED procedures and may help prevent Connecticut teachers from experiencing many of the same frustrations as London teachers. If implemented strategically and with a focus on growth and development, the SEED model offers significant potential for the development of a strong and effective Connecticut teaching force.
Chi, Jeri; Aquilino, Arianna; Davidson, Ali; Everson, Kayla; Harris, Sarah; Janes, Bob; Midgette, Lauren; Pyrch, David; Reynolds, Jessica; Theodoss, Callie; Thibodeau, David; Smith, Abbey; Soule, Kelly; Whittemore, Kelsea; and NEAG School of Education, London Program, "Teacher Appraisal in London Schools: A Cross-Cultural Perspective" (2013). TERC Documents. 7.