Download or read book A Study of Selected Effects of the Implementation of Connecticut s Teacher Evaluation Law written by Kenneth Henry Geigle and published by . This book was released on 1982 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of the Connecticut Teacher Evaluation Law on the Improvement of the Student Learning Experience written by David Henry Larson and published by . This book was released on 1983 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Impact Study of Connecticut s Teacher Evaluation Act on Special and Regular Educators written by Maureen Fitzpatrick Kosakowski and published by . This book was released on 1987 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Evaluation Policy in Connecticut written by Carole Mandracchia Del Savio and published by . This book was released on 1992 with total page 454 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Policy Study of the Connecticut Teacher Evaluation Law written by Edward Charles Goldstone and published by . This book was released on 1987 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Connecticut s Teacher Evaluation Law written by Connecticut. State Department of Education and published by . This book was released on 1979 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Pattern Study of the Connecticut Teacher Evaluation Law written by Fred Edward Rapczynski and published by . This book was released on 1989 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Attitudes Toward Teacher Evaluation in Selected Connecticut School Districts in Relation to Level of Compliance of Teacher Evaluation Programs with P A 74 278 an Act Concerning Teacher Evaluation written by Jane E. Weber Ruck and published by . This book was released on 1978 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring the Perceptions of Teachers and Administrators Regarding the Connecticut Seed Evaluation Model and Its Impact on Teacher Practice written by Philip G. Piazza and published by . This book was released on 2018 with total page 492 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher evaluation has been a topic of conversation at the federal, state and local level in recent years. While commonly viewed as a way for administrators to inform their personnel decisions, teacher evaluation is rarely assessed on its ability to support teacher growth. The purpose of this study is to investigate the Connecticut SEED model of teacher evaluation and its perceived impact on teacher practice. This study uses a mixed-methods approach that includes survey responses and focus group discussions with both teachers and administrators. The survey questions focused on four aspects of teacher evaluation: overall quality, attributes within the process, feedback structures, and connection to district goals and objectives. Differences were observed in the research between teachers and administrators concerning the impact SEED had on teacher practice. Both administrators and teachers also identified strengths and areas within SEED than can be improved. This study will help provide future considerations for policy and practice by identifying strengths and areas in need of improvement to increase the impact of SEED on teacher practice and student outcome.
Download or read book Disclosure of Teacher Evaluations written by Judith S. Lohman and published by . This book was released on 2000 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Discusses legislative history of the law that prohibits public disclosure of teacher evaluation records.
Download or read book Teacher Evaluation written by Andrew S. Carrano and published by . This book was released on 1978 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Connecticut Guidelines for Educator Evaluation written by Connecticut. State Department of Education and published by . This book was released on 2012 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Connecticut Teachers Attitudes Toward Performance Pay written by Eileen Strycharz and published by . This book was released on 2015 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: This explanatory mixed methods study investigated 334 Connecticut teachers' attitudes toward performance pay when linked to the Connecticut Guidelines for Educator Evaluation framework. The guidelines are comprised of students' academic growth, teacher evaluations completed by the building administration, peer, student, and parent feedback. The State of Connecticut piloted the Educator Evaluation framework in 14 districts; this study included pilot and non-pilot districts. Six research questions measured if attitudes differed between pilot (n = 133) and non-pilot (n = 201) teachers' attitudes on the aforementioned components. Results showed a moderate level of disagreement regarding performance pay when linked to the components on the evaluation framework, and a significant difference in attitudes when comparing years of teaching experience and their support of performance pay. Interestingly, teachers with less than six years of experiences were most supportive of a performance pay model.
Download or read book Compliance with the Teacher Evaluation Law in Connecticut written by Richard C. Elliott and published by . This book was released on 1980 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT.
Download or read book Blueprint for Change in Connecticut written by National Council on Teacher Quality and published by . This book was released on 2010 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2009 "State Teacher Policy Yearbook" provided a comprehensive review of states' policies that impact the teaching profession. As a companion to last year's comprehensive state-by-state analysis, the 2010 edition provides each state with an individualized "Blueprint for Change," building off last year's "Yearbook" goals and recommendations. State teacher policy addresses a great many areas, including teacher preparation, certification, evaluation and compensation. With so many moving parts, it may be difficult for states to find a starting point on the road to reform. To this end, this paper provides a state-specific roadmap, organized in three main sections. Section 1 identifies policy concerns that need critical attention, the areas of highest priority for state policymakers. Section 2 outlines "low-hanging fruit," policy changes that can be implemented in relatively short order. Section 3 offers a short discussion of some longer-term systemic issues that states need to make sure stay on the radar. In the 2009 "State Teacher Policy Yearbook", Connecticut had the following grades: (1) Delivering Well Prepared Teachers (C); (2) Expanding the Teaching Pool (B-); (3) Identifying Effective Teachers (D+); (4) Retaining Effective Teachers (F); and (5) Exiting Ineffective Teachers (C-). Connecticut has an overall grade of D+ for 2009. Based on a review of state legislation, rules and regulations, the National Council on Teacher Quality (NCTQ) has identified the following recent policy changes in Connecticut: The state's newly adopted teacher evaluation procedures call for the use of "multiple indicators" of performance, including multiple indicators of student academic growth, as well as consideration of factors such as attendance, class size and student mobility. Connecticut added that guidelines for its new evaluation procedures must be adopted by the State Board of Education on or before July 1, 2013. Also, "local and regional boards of education are now required to continuously evaluate or cause to be evaluated each teacher." Individual sections contain footnotes. (Contains 5 figures.) [For the related reports, see "Blueprint for Change: National Summary. State Teacher Policy Yearbook, 2010" (ED515614) and "State Teacher Policy Yearbook, 2009. Connecticut" (ED511878).].
Download or read book The Attitudes and Time Period Predictions of Public School Administrators and Teachers in Connecticut Toward Selected Educational Futures written by Stefan Rudolf Bankel and published by . This book was released on 1974 with total page 842 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book State Teacher Policy Yearbook written by National Council on Teacher Quality and published by . This book was released on 2007 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This Connecticut edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers could make improvements to benefit both students and teachers. This policy evaluation is broken down into six areas that include a total of 27 goals. Broadly, these goals examine the impact of state policy on the preparation, certification, licensure, compensation and effectiveness of teachers across the elementary, secondary and special education spectra. Connecticut's progress toward meeting these goals is summarized. Overall, Connecticut has done a good job in meeting some goals, but there is significant room for improvement in several areas. Connecticut completely missed nine goals, met a small portion of six, partially met four, nearly met one and fully met seven. The state's best performances are in Area 1, "Meeting NCLB Teacher Quality Objectives"; Area 3, "Teacher Evaluation and Compensation"; Area 4, "State Approval of Teacher Preparation Programs"; and Area 5, "Alternate Routes to Certification." However, there is still room for improvement. Connecticut has the most work to do in Area 6, "Preparation of Special Education Teachers." Connecticut stands out for having strong reporting requirements, providing valuable staffing information on teacher quality; experience level; turnover; and absenteeism by individual school, poverty and race. The state, however, should consider adopting more specific standards for teacher preparation programs regarding scientifically based reading instruction. It also needs to ensure that it adequately prepares its special education teachers. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Detailed rationale and "Food for Thought" for each area and corresponding goal are appended. (Contains 72 figures.) [Additional funding for this first edition of the "State Teacher Policy Yearbook" was provided by the Achelis Foundation, Bodman Foundation, Daniel's Fund, Fisher Family Foundation, Gleason Foundation, and The Teaching Commission. This state report is part of NCTQ's State Teacher Policy Yearbook series. For the national summary, see ED506661.
