Resumen de Introducing a teacher-supportive evaluation system
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.
