CHAPTER 3: Unionized Dogma of Education: China Versus America

When considering the academic achievement of students in both China and America, it is critical that we look at the effectiveness of teacher and principal evaluation rubrics and how they support the educational system for both countries. Teacher evaluation rubrics, specifically in China, may include various data points such as self-assessments, classroom observations, peer reviews, and academic achievement of students (Wang & Cheng, 2012). Teacher evaluations in America seek to analyze educational practices of teachers such as instructional planning and delivery, management of both classroom and behavior, best teaching practices, and student achievement (Marshall, 2006).

Principal evaluation rubrics evaluate the ability of principals in sustaining successful academic school climates that are conducive to learning and that are driven by data. In both, particularly teacher evaluation rubrics, it is critical to ensure that the evaluation rubric effectively monitors a criterion that ensures students’ academic success. The rubric must monitor the performance of teachers to improve schools; however leaders must offer professional development to assist with teacher growth (Wang & Cheng, 2012).