Download or read book A Survey of Missouri Public High School Principals Perceptions and Use of the Missouri Performance Based Teacher Evaluation written by Elizabeth Anne Bender and published by . This book was released on 1994 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Evaluation of High School Principals in Missouri written by Todd White and published by . This book was released on 2004 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine current principal evaluation practices provided for high school principals in the state of Missouri. This study will also explored principals' perceptions with regard to: (a) the purpose of the evaluation, (b) the effectiveness of the evaluation in relationship to the prescribed purpose, (c) the perceived quality, and (d) the impact on student test scores. Principals in 107 of 359 high schools who had email addresses as reported on DESE's web site responded to the survey. The principals answered a 27-question survey about their perceptions of the purpose, process, and procedures used by the district to evaluate principals. The survey sought to answer seven research questions and to test two null hypotheses. The hypotheses were tested using the Pearson product-moment coefficient of correlation. The findings of most interest from the study were: (a) 68.2% of respondents reported that they used the model developed by DESE, (b) however, 61.6% of the principals surveyed indicated that the superintendent did not discuss specific performance criteria to begin the evaluation process, (c) 38.3% of the respondents reported they never met with their supervisor during the evaluation process, (d) 50.4% of the respondents indicated that the purpose of the principal evaluation was not agreed upon before the evaluation process began. From this study, it is evident that superintendents should provide adequate time to provide feedback to principals concerning their performance, while maintaining the focus of professional growth of the principal as the ultimate goal. The use of DESE guidelines and procedures relates to principal perceptions about the overall impact and quality of the principal evaluation process. The results support the conclusion that superintendents and supervisors must meet with principals to assess and evaluate school improvement goals and provide necessary feedback to principals about their performance.

Download or read book Perceptions of Missouri Secondary School Principals about Performance Based Principal Evaluation written by Gary L. Drummond and published by . This book was released on 1988 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Perceptions of Teachers and Administrators Toward Various Aspects of the Missouri Performance Based Teacher Evaluation Program written by Harold Leon Ferguson and published by . This book was released on 1990 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Policy Analysis of Missouri s Performance Based Teacher Evaluation Pilot written by Tammy Bunch and published by . This book was released on 2013 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: This policy analysis is designed to increase the understanding of Missouri's Performance Based Teacher Evaluation Pilot (PBTE). This policy analysis intended to identify the original intent of the Missouri Department of Elementary and Secondary Education with regard to the Missouri PBTE system. The purpose of the study was to explain the development of PBTE and hear the perceptions of elected officials, leaders in state-level governance, and leaders of public schools with respect to the impact the PBTE will have on public education in Missouri. While much research exists on best practice strategies for teacher evaluation, there is a deficit of knowledge regarding how and why Missouri developed their PBTE. The theoretical framework used to conduct this qualitative case study was policy theory. Policy theory is a means to understand the complex web of interactions and processes involved in developing policy (Fowler, 2008). The concepts, which served as the foundation for the study, were policy analysis, human resource management, commitment, practice, impact, and evaluation systems. This study is significant in that it will add to the literature about performance based teacher evaluation.

Download or read book Administrators and Teachers Perceptions of the Efficacy of the Missouri Performance Based Teacher Evaluation Model written by Becky R. Killian and published by Proquest, UMI Dissertation Publishing. This book was released on 2011-09 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: Enjoy a wide range of dissertations and theses published from graduate schools and universities from around the world. Covering a wide range of academic topics, we are happy to increase overall global access to these works and make them available outside of traditional academic databases. These works are packaged and produced by BiblioLabs under license by ProQuest UMI. The description for these dissertations was produced by BiblioLabs and is in no way affiliated with, in connection with, or representative of the abstract meta-data associated with the dissertations published by ProQuest UMI. If you have any questions relating to this particular dissertation, you may contact BiblioLabs directly.

Download or read book Rural Missouri High School Principals Perceptions of Highly Effective Teachers written by Marcia Sankey and published by . This book was released on 2017 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this case study was to discover what rural Missouri high school principals perceive as the characteristics of highly effective teachers to compare to the national research on highly effective teachers. High school principals carry a great deal of responsibility for identifying and placing highly effective teachers in all classrooms and it is important to know if they are truly looking at the same characteristics as is identified in the extant literature. For the purpose of this study, the definition of a highly effective teacher is someone who has strong pedagogical knowledge, pedagogical content knowledge, and subject content knowledge to reach and teach all students. The design of this study was as a qualitative case study of eight rural Missouri high schools within a forty-mile radius. The average 9-12th grade student-body population of the schools was 365, with an average of 98% of the student body population identified as Caucasian. Eight rural Missouri high school principals participated in semi-structured interviews to identify their perceptions of the characteristics of highly effective teachers. The results of this study identify that rural Missouri high school principals focus on pedagogical skills, like classroom management and relationships, as well as pedagogical content skills, like lesson planning and student engagement, to identify highly effective teachers. There is little if any perception of teacher subject content knowledge by the principals as they observe current teachers and interview prospective teachers to hire. This oversight could be detrimental to identifying and placing highly effective teachers in every classroom. Highly effective teachers according to research have strong pedagogical skill, pedagogical content knowledge, as well as strong subject content knowledge.

Download or read book Critical Thinking Instruction in Missouri Schools written by Marcia Blaine and published by . This book was released on 1990 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Perception of the Process Purpose and Impact of Performance Based Teacher Evaluation in Missouri written by Charles A. Brown and published by . This book was released on 1987 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Research in Education written by and published by . This book was released on 1974 with total page 974 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Opinions of Missouri Principals Regarding the Effectiveness of the Missouri Performance Based Teacher Evaluation System written by Tyler P. Shannon and published by . This book was released on 2010 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book High School Principals Perceptions of Content Area Reading Instruction and Reading Programs written by Valerie J. Robinson and published by . This book was released on 2005 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Analysis of the Perceptions of Teachers in a Rural Missouri Public School District about the Relationship Between Teacher Growth and the Attributes of a Newly Implemented Teacher Evaluation Process written by Aaron R. Zalis and published by . This book was released on 2001 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Assessment of Missouri Elementary and Secondary Teachers Perceptions of Environmental Issues written by Jamal Moh'd Al-Rusheidat and published by . This book was released on 1996 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose. The main purpose of this study was to assess the perceptions of elementary and secondary school teachers toward environmental issues in the state of Missouri. Procedures. A Conservation, Environmental, and Curriculum Issues Survey was developed and mailed to a stratified random sample of Missouri teachers. Three dependent variables were specified from average scores on eight questions that respondents expressed their opinions regarding soil and water conservation issues. Theses questions reflected profit motives, soil conservation and productivity, and penalties to environmental clean-up. Likert Scale techniques were used to measure respondents attitudes on these questions. Six independent variables (gender, current residence, residence while attending high school, whether or not teachers had relatives lived on farms, geographical location of schools, and participation in environmental education workshops) were selected for the study. All null hypotheses were tested at.05 level of significance. A common factor analysis with varimax rotation, and analysis of variance techniques were used to test the hypotheses. Findings and conclusions. The null hypotheses were not rejected indicating that none of the independent variables had any effect on the perceptions of teachers. Perceptions of elementary and secondary school teachers of environmental issues were very similar. Attitudes of teachers were not influenced by the hypothesized explanatory variables.