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ELT Journal 2000 54(1):54-64; doi:10.1093/elt/54.1.54
© 2000 by Oxford University Press
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Articles

Introducing a teacher-supportive evaluation system

George Murdoch

English Program team supervisor at the United Arab Emirates University's General Requirements Unit in Al Ain. He has recently been involved with professional development and curriculum planning work. He was formerly an ODA/British Council ELT Adviser on the Teacher Education Project in Sri Lanka His career has also taken him to Morocco, Iran, France, Kuwait, Oman, and back to the UK. He has published articles and given presentations on his areas of special interest—teacher-evaluation, curriculum planning, teacher cognition studies, reading and literature in ELT. Email: <time{at}emirates.net.ae>

This article begins by examining the key principles that underpin a supportive approach to teacher-evaluation. These principles highlight the need to ensure that evaluation plays a part in establishing an institutional concern for teacher development and teacher support. A number of elements are recommended for creating such a system. These elements are described in terms of their functioning in the teacher-performance review system which has been developed for the General Requirements Unit English Program at the United Arab Emirates University. In the final part of the paper, the results of a survey of teachers' views on this system are introduced. These suggest that teachers are generally finding the system supportive and effective. It is hoped, therefore, that the description of the system will be of considerable interest to teachers, managers, and administrators in other institutions who would like to introduce more motivating, and more progressive performance review procedures.


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