Peer-Group Evaluation of Teachers

Teacher peer-group evaluation offers a means to support two important aspects of school development. First, teacher-training procedures can in this way be integrated into schools' everyday life. Thus, for example, H. Altrichter (1984) calls for continuing teacher education in close contact with the school, coordination of contents with individual teachers, the acquisition of an awareness of problems that fits the situation, the utilization of individual capabilities, group work, and the establishment of a relaxed and cooperative work atmosphere. Second, continued teacher training within the school can pave the "way to a good school" through the development of organization (Greber et al. 1991; Miller 1990). The goal is a school-internal optimization of action that will activate and coordinate the resources of the school as an organization and its subsystems of school direction, school administration, pupils, and parents. Group deliberations thus form a kind of intersection between the tendency toward individualization in continuing teacher education and the development of the school as an organization. It may be understood as a kind of "help to self-help" for teacher groups whose practicability in effect must be demonstrated in comparison to groups with a professional leader (e.g., Rotering-Steinberg 1984; Fengler 1986)

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