Perceptions+of+the+TPA

__**Perceptions of the TPA**__
In order to measure the effectiveness of the current Teacher Performance Appraisal system in Ontario we begin by examining teacher perceptions and experiences used to evaluate their abilities as professionals. In a study by Miller (2009), he sampled 132 teachers in Ontario who were evaluated between 2001 and 2007. His study focussed on 4 key areas of teacher perceptions related to organizational justice: Outcome Fairness, Procedural Fairness, Informational Fairness, and Interpersonal Fairness.

The findings of his study are as follows:
 * evidence of bias, prejudice and stereotyping exist, particularly towards "minoritized" teachers
 * there is a great difference between the assumptions of the ideal scientifically oriented, objective performance appraisals and how appraisals actually are done or how employees perceive they are done
 * “one of the major reasons for the difficulties associated with personnel evaluation is the intensity of the human interaction and the possibility of an adverse judgment about an individual’s performance, a judgment that may damage a career or cause debilitating personal distress” (Lawton et al., 1989, p.13).

Recommendations:
 * PD for Administrators to understand power and bias in the TPA
 * Minoritized teachers need to communicate their feelings and perceptions with administrators in order to clarify their position in the process

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In a separate study of the TPA process in Ontario by the Ontario Education Resource Exchange, in conjunction with OISE, examined the implementation process of the TPA and how teachers' felt about the process.
 * Critical Study of the TPA**

The researcher, Mary Larsen, concluded that the implementation of the TPA varied widely and that the 125 teachers involved in the study reported a negative impact and "unintended consequences" from the process. The unintended consequences included enhanced stress levels, self-doubt, and anxiety.

Larsen recommends that there needs to be an improvement in pre-service teacher training to better prepare teachers for the demands of the job, separate out teacher evaluation from teacher growth plans, and develop a better system for identifying and training ineffective teachers.

Larsen, M.A. (2009). Stressful, hectic, daunting: A critical policy study of the Ontario teacher performance appraisal system. Canadian Journal of Educational Administration and Policy, 95, 1-44. http://www.umanitoba.ca/ publications/cjeap/pdf_files/larsen.pdf