Permanent teacher evaluation in Quebec: which approach to recommend according to teachers and school principals?

Permanent teacher evaluation in Quebec: which approach to recommend according to teachers and school principals?

• Nathan Béchard, Université du Québec à Montréal, Canada

• Marthe Hurteau, Université du Québec à Montréal, Canada

doi : https://dx.doi.org/10.18162/fp.2020.559

Résumé

In Quebec, various professional and scientific writings conclude that the evaluation of permanent high school teachers is rarely done and that it is generally rejected by teachers and by their unions. However, the views of key individuals involved in this practice remain under-documented in the province. This article presents the results of a descriptive study conducted among permanent teachers (n=5) and principals of high schools (n=3) which aimed to document their opinion regarding which permanent teacher evaluation approach to recommend. The participants’ opinion, collected through individual interviews, gives information to draw the outlines of an evaluation approach.

Abstract

In Quebec, various professional and scientific writings conclude that the evaluation of permanent high school teachers is rarely done and that it is generally rejected by teachers and by their unions. However, the views of key individuals involved in this practice remain under-documented in the province. This article presents the results of a descriptive study conducted among permanent teachers (n=5) and principals of high schools (n=3) which aimed to document their opinion regarding which permanent teacher evaluation approach to recommend. The participants’ opinion, collected through individual interviews, gives information to draw the outlines of an evaluation approach.