style='font-weight:normal'>Positive transition from a traditional schedule to a
block schedule involves not only much investigation and planning but also the
successful acclimation of teachers to the necessary changes in how they deliver
instruction. With this being said, the importance of teacher evaluation and
professional development can not be understated. This study investigates the
evolution of the teacher evaluation process and professional development after
the adoption of a 4x4 model of block scheduling. Data were collected from 6
selected
Virginia
style='font-weight:normal'> public schools by means of principal interviews,
teacher interviews, and analysis of the individual school division’s teacher
evaluation methods and procedures.
It was found that the 6 evaluation models shared similar
components. The teachers and administrators believed that the models had not
significantly changed since the adoption of block scheduling and, with some
alterations by the administrators, did adequately evaluate teachers of 4x4
block scheduled schools. The most frequently offered suggestion for
improvements to the block scheduled teacher evaluation process involved a
larger narrative component. Considering both teacher and administrator
comments, the researcher concluded that teacher developed portfolios would be a valuable part of the teacher evaluation process.
