The Implementation of Innovative Formative Evaluation Tools for the Novice Teacher

Abstract

As of the year 2010, every new teacher (novice) in the State of Israel must be subject in their first year of teaching to a series of uniform evaluations. This series includes a verbal formative evaluation in the first half of the school year which provides the novice teacher feedback on his educational and pedagogical performance and provides guidelines for the continuation of his work. For this reason it was decided to focus on formative evaluations in four areas to measure successful teaching: Role Perception and Professional Ethics, Field of Knowledge, Educational and Learning Processes, and Participation in the Professional Community. The purpose of this study is to examine the relationship between the tools of formative evaluations of novice teachers and their implementation in the field. The study was conducted using the Qualitative Approach. Sixty-four evaluators participated in the study. The findings of the study refer to only two of the four categories of evaluation tools: Educational and Learning Processes and Field of Knowledge.