Academy of Educational Leadership Journal (Print ISSN: 1095-6328; Online ISSN: 1528-2643)


Can Effective Evaluation Practices be the Key Element to Succeed Teachers Professional Growth?

Author(s): Mariandri Kazi

The ultimate goal of this article is to present and understand the possibilities that arise through the evaluation of the educational project in the teacher's professional development, as well as the improvement of the school unit, which has emerged in recent years from modern international literature. The evaluation should be approached in the sense of improvement, emphasizing effective, but at the same time, alternative practices, which have multiple benefits to the levels of the teacher, the Principal, the school unit, and, by extension, the education system. In addition, it should focus on the essence of the process and, at the same time, promote the cultivation of evaluation culture as a process of improving the quality of the education provided.

By focusing on promotion and utilizing alternative evaluation practices, educational systems can achieve effectiveness at all levels. In particular, through the adoption of alternative evaluation practices, such as mentoring, peer coaching, teaching observation, self-assessment of the teacher, and evaluation by the leader/external evaluator and/or by the students promoting continuous improvement. In the current time of uncertainty, alternative evaluation practices can be applied in a similar way through digital methods. The utilization of multiple resources for evaluation is the key to providing an effective evaluation system.

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