Beyond Accountability: A Growth-Oriented Teacher Appraisal System for Professional Development
DOI:
https://doi.org/10.5281/zenodo.15553487Ключевые слова:
Teacher appraisal, formative evaluation, professional development, school leadership, multi-source feedback, instructional improvement, UzbekistanАннотация
This article proposes a school-wide, growth-oriented teacher appraisal system (GOAS) designed to improve
instructional quality, teacher motivation, and long-term professional development. In many public schools, current
appraisal practices are largely summative and fail to provide teachers with meaningful feedback. Common evaluation
methods, such as lesson observations and national attestations, do not adequately reflect classroom performance or support
instructional improvement. GOAS addresses this gap by gathering performance data from multiple sources, including
lesson observations, peer-teacher feedback, student and parent input, self-evaluation, and structured leadership conferences.
The proposed framework is formative, evidence-based, and designed to promote a culture of trust, reflection, and
continuous learning. Drawing on international research and practical leadership experience, this article outlines the components,
implementation cycle, and unique advantages of GOAS, and offers a contribution to the rethinking of teacher
appraisal in Uzbekistan and similar education systems.
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