Download or read book An Analysis of the Perceptions of Teachers and Evaluators Concerning the Performance Evaluation Process written by Nell Bruner Rogowski and published by . This book was released on 1986 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Perceptions of Elementary School Teachers Regarding Performance based Evaluations written by Melicety Wilcox-Deatherage and published by . This book was released on 2014 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: The development and implementation of an accurate teacher evaluation system continues to be a controversial topic in public education. Educational researchers study a variety of teacher evaluation systems searching for a fair and balanced method. Policy makers searching for an accurate form of evaluation believe that student achievement data should be included in teacher evaluations. Performance- Based evaluation was created in order to test the effectiveness of teachers and hold them accountable for student achievement, but questions continue to arise as to the validity of this evaluation method. This study examined the perceptions of elementary school teachers on performance-based evaluation. Four research questions were developed based on the components of performance-based evaluation. Nine interview questions were generated to investigate teacher perceptions of teacher evaluation and student achievement, sources of information for teacher evaluation, the accuracy of performance-based evaluation, and types of teacher incentives that may be included as part of performance-based evaluation. Four teachers, two of which currently participate in performance-based evaluations were interviewed. Their responses were coded to discover overarching themes and commonalities. Through the analysis of the responses, this researcher found that teachers are searching for a fair and balanced method of teacher evaluation and believe that performance-based evaluation could be the answer, if it is implemented correctly.
Download or read book Teacher Perceptions of Performance Evaluation and Teacher Self Efficacy in Illinois Public Elementary and Middle Schools written by Amy Marks and published by . This book was released on 2016 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative dissertation explored the association between teacher self-efficacy and teacher perceptions of the Illinois teacher performance evaluation process. It also examined how the teacher evaluation system's procedures, the evaluative feedback received by the teacher, and the context of the evaluation process related to teacher self-efficacy in the areas of student engagement, instructional strategies, and classroom management. Teachers from two different Illinois suburban public elementary school districts were surveyed. One school district employed the Charlotte Danielson Model and the other a more traditional evaluation model. The study results showed teachers who reported using a high quality teacher evaluation process also reported greater levels of self-efficacy. An association was not found among teacher perceptions of the evaluation system's procedures, evaluative feedback received, the context of the evaluation and self-efficacy in student engagement. An association was found between perceptions of the evaluation procedures and a teacher's reported self-efficacy in instructional strategies. A similar association was not found between the quality of evaluative feedback and teacher perceptions of self-efficacy in instructional strategies. Also, no associations were found among teacher perceptions of the evaluation system's procedures, evaluative feedback received, the context of the evaluation and self-efficacy in classroom management. The first exploratory research question found the type of performance evaluation tool used in the district does not impact teacher perceptions of self-efficacy. The second exploratory research question found significant differences in teacher perceptions of various aspects of performance evaluations depending upon whether a teacher is evaluated using the Danielson Framework or not. Specifically, teachers evaluated with the Danielson Framework have better perceptions of their own personal attributes, evaluation procedures, the quality of feedback received, and the context of the evaluation. This study showed teachers in school districts that implemented the Danielson Model perceived the evaluation procedures, the quality of feedback received, and the context of the evaluation more positively than teachers in school districts that were not utilizing the Danielson Model. Teachers who reported using a high quality teacher evaluation process also reported greater levels of self-efficacy. This was significant because it suggested the quality of the teacher evaluation process quality might be linked to teacher self-efficacy.
Download or read book A Study of Principals and Teachers Perceptions of and Attitudes Toward the Evaluation of Teachers written by Michael Andrew Lower and published by . This book was released on 1987 with total page 606 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: There were two major objectives achieved in conducting this study. The first major objective was to provide an updated description of the teacher evaluation process in public school systems in the State of Ohio by determining the current perceptions and attitudes of principals and teachers toward the evaluation of teachers. Specifically, the following aspects of the teacher evaluation process were described and compared for principals and teachers--- the structure of the evaluation process, the criteria of the evaluation, the uses of evaluative information, principals' and teachers' attitudes toward the evaluation process, and the strengths and weaknesses of the evaluation process. This study also provided and compared principals' and teachers' actual and ideal perceptions about criteria of the evaluation and uses of evaluative information. In addition, the evaluative criteria and uses of evaluative information that principals and teachers perceived need to be utilized more in the teacher evaluation process were identified. The perceptions of principals and teachers were found to be different for a majority of areas surveyed. The second major objective in conducting this study was to provide an exploratory, empirical testing of the relationship of five important elements of the teacher evaluation process (the utilization of evaluation conferences, the manner in which evaluative goals are established, the use of teacher self-evaluation, the extent of evaluator training, and the use of multiple evaluators and/ or multiple sources of evaluative information) to five areas of professional concern about the teacher evaluation process or perceived areas of weakness of the teacher evaluation process (the adequacy of teacher input provided by the evaluation process, the technical quality of the evaluation, the fairness of the evaluation process, confidence in the evaluation process, and the usefulness of the evaluation process in improving teacher performance). Specifically here, the perceptions of respondents in the categories utilized were examined separately for principals and teachers to ascertain the perceived relationship of these five elements of the teacher evaluation process to the areas of concern about the teacher evaluation process or perceived areas of weakness of the teacher evaluation process. Teachers were found to be very much in agreement with theoretical relationships investigated, while principals were in agreement to a more limited extent. The information gleaned from achieving these two major objectives of the study should prove useful to a variety of educational audiences.
Download or read book Perceptions of Teachers and Administrators Regarding the Teacher Evaluation Process written by Joy Davis Sheppard and published by . This book was released on 2013 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Teacher evaluations can be a tool for increasing teacher effectiveness and accountability if it is determined how evaluations can be best used. According to current literature, this is not the case. It is more pertinent than ever that administrators use evaluations to strengthen marginal teachers and further develop skills of teachers who are already proficient. However, few studies exist pertaining to teacher and administrator perceptions of teacher evaluation effectiveness and even fewer focus Georgia teacher evaluations. The purpose of this descriptive study was to investigate perceptions of the teacher evaluation process held by teachers and administrators in southeast Georgia so that improvements to the teacher evaluation process could be considered. Survey data were collected (277 teachers and 12 administrators) representing three rural school districts in southeast Georgia. Data collection tools included the Teacher Evaluation Profile for Teachers and Administrators. Both included questions that participants rated based on a Likert-type scale. In addition to the Likert-types questions, one-open ended question was included that allowed teachers and administrators to reflect upon the current process for teacher evaluation used in their systems. Findings from both the Likert-type response questions and the open-ended question were analyzed with comparative differences between the survey and the open-iiended response data. Data were analyzed by position (teacher and administrator). Responses on the survey questions were positive from both teachers and administrators. A large number of teachers (43.73%) indicated that the evaluation process in their system was average and that these evaluations had a strong impact on professional practices (20.15%). According to teachers, the strongest attribute of the evaluation process was that the feedback focused on the standards whereas administrators indicated that the timing of the feedback was the greatest attribute of the evaluation process. In addition, administrators believed that teacher evaluations have the greatest impact on student learning. This study demonstrated that both teachers and administrators are reasonably satisfied with the teacher evaluation process. This study resulted in limited findings that would indicate a complete overhaul of the evaluation process, but it suggests that minor changes could be made to enhance the overall usefulness of teacher evaluations.
Download or read book Teacher Perceptions of Student Growth Measures in Performance Evaluation written by Ryan Curtis Most and published by . This book was released on 2019 with total page 291 pages. Available in PDF, EPUB and Kindle. Book excerpt: The accountability measures for schools originally outlined in the No Child Left Behind (NCLB) legislation established links between student and teacher performance. Race to the Top (RttT) initiatives and waivers for the original Elementary and Secondary Education Act (ESEA) legislation required these links be used for teacher accountability in the form of including student growth measures, value-added measures, or student achievement data into teacher performance evaluations. While the most recent renewal of ESEA, referred to as the Every Student Succeeds Act (ESSA), has removed this inclusion as a requirement, the language of ESSA still encourages the use for merit pay and compensation measures. While the intent is clear, to hold teachers accountable and hopefully, improve practice, the question occurs, how do teachers perceive these reforms? This qualitative narrative multiple case study examined those perceptions through the lived experiences of six core content teachers from a large mid-western middle school whose district has adopted an evaluation tool and process that allows for student growth measures to be included in a summative performance evaluation score. Through interviews, narratives, and shared artifacts, participants contributed to the understanding of the phenomenon. Each participant was treated as a separate case, and their in-depth interviews and responses to narrative prompts were analyzed using the three-dimensional narrative inquiry space. Cross-case analysis was used to analyze individual cases with the intent to identify similarities and differences across multiple cases. The results were used to answer the research question: How do teachers perceive the use of student growth measures in evaluations used for performance evaluation for intermediate grades teachers at an urban mid-western middle school?
Download or read book Pay for My Performance written by Paul Satty and published by . This book was released on 2016 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher performance evaluations continue to be one of the most debated practices within the formal education system. While the purpose of teacher evaluation is to improve classroom instruction, provide data for staff development, and assure that the district's vision is developed though teacher instruction, many teachers express and experience fear and anxiety about the process, although others welcome the standard process of evaluation and the ability to receive feedback and input on their professional work. The purpose of this study was to investigate, analyze, and describe how teachers perceive the new Broward County, Florida, school district evaluation tool in regards to its effectiveness, fairness, and equity, as well as its relationship to performance pay. The goal was to make Broward County Public Schools policymakers and leaders aware of current trends in teacher attitudes and to provide an analysis of the successes and failures of the evaluation tool. This qualitative study is based on eight in-depth interviews with teachers from one Broward County high school. The data revealed the purposes, perceptions, and attitudes of these education professionals toward the current evaluation methods. The following conclusions were drawn from the responses of the teachers interviewed in this study: a large percentage of teachers (a) did not believe that the evaluators were fair and objective enough to conduct the evaluations, (b) did not feel that the evaluations were accurate as they did not necessarily measure real student academic gains and achievement levels of the students, (c) did feel undue stress and anxiety, (d) did feel negative impacts to the evaluation when students are uncooperative and unfocused, (e) did not accept the evaluation standards being tied into performance pay, and (f) did not understand the evaluation system very well. As a result, these teachers had negative perceptions about the evaluation and did not support continuing it in its present form. The results of this study provide a basis for mutual communication and discussion among the teachers, the teachers' union, and the school district to revise and improve the teacher evaluation process.
Download or read book Teachers Responses to Feedback from Evaluators written by Trudy L. Cherasaro and published by . This book was released on 2016 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of teacher effectiveness is well supported by studies that document variation in teachers' abilities to contribute to student achievement gains. All else being equal, students taught by some teachers experience greater achievement gains than do students taught by other teachers. In response to initiatives to increase educator effectiveness as directed through flexibility waivers under the Elementary and Secondary Education Act, many states are implementing new teacher evaluation systems. Those states are also seeking information about how evaluators can best use evaluation findings to provide individualized feedback to teachers to improve both teaching and learning. Data from Regional Educational Laboratory Central's Examining Evaluator Feedback Survey were used to analyze teachers' perceptions of feedback provided as part of their district's teacher evaluation system as well as their ratings of the importance of various characteristics of feedback in their response to feedback. The study team then explored how characteristics of feedback and response to feedback are interrelated. Correlational analysis finds that teachers' responses to feedback are related to their perceptions of four characteristics: the usefulness of the feedback, the accuracy of the feedback, the credibility of their evaluator, and their access to resources. Structural equation modeling analysis suggests that in responding to feedback, teachers' perceptions of the usefulness of the feedback and the credibility of their evaluator could be more important than their perceptions of the accuracy of the feedback and their access to resources. Results from this study may be helpful in prioritizing evaluation needs at both the state and district levels for training and guidance on providing feedback. They may also help inform states of additional data needed to improve understanding of how feedback is used and what impact it can have on teacher performance. The following are appended: (1) Analysis sample; and (2) Methods.
Download or read book A Comprehensive Critique of Student Evaluation of Teaching written by Dennis E. Clayson and published by Routledge. This book was released on 2020-12-28 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thought-provoking volume offers comprehensive analysis of contemporary research and literature on student evaluation of teaching (SET) in Higher Education. In evaluating data from fields including education, psychology, engineering, science, and business, this volume critically engages with the assumption that SET is a reliable and valid measure of effective teaching. Clayson navigates a range of cultural, social, and era-related factors including gender, grades, personality, student honesty, and halo effects to consider how these may impact on the accuracy and impartiality of student evaluations. Ultimately, he posits a “popularity hypothesis”, asserting that above all, SET measures instructor likability. While controversial, the hypothesis powerfully and persuasively draws on extensive and divergent literature to offer new and salient insights regarding the growing and potentially misleading phenomenon of SET. This topical and transdisciplinary book will be of great interest to researchers, faculty, and administrators in the fields of higher education management, administration, teaching and learning.
Download or read book Teacher Evaluation in Practice written by Susan E. Sporte and published by . This book was released on 2014 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: Starting in 2012-13, researchers have worked in partnership with Chicago Public Schools (CPS) and the Chicago Teachers Union (CTU) to study implementation of Chicago's new teacher evaluation system: Recognizing Educators Advancing Chicago's Students (REACH). This paper presents findings as well as experiences from the collaboration with CPS and the CTU as they seek to identify real-time strategies for improving implementation. The paper focuses on findings from two key components for implementing a new evaluation system: the reliability of evaluators, and teacher perceptions of their evaluators and the new process. Researchers share findings from the following research questions about Chicago's new teacher evaluation system: (1) To what extent do systematic differences between evaluators affect teacher ratings?; (2) What are teacher perceptions of their evaluators?; and (3) What are teacher perceptions of the new observation process? In addition to these questions, this paper describes how the district utilized findings to guide changes to the implementation of Chicago's new evaluation system. To understand systematic differences in evaluators and their effect on teacher observation ratings, researchers focus on three aspects of evaluator behavior: (1) evaluator severity; (2) evaluator internal consistency; and (3) reliability using a generalizability theory approach. Data for this study includes CPS personnel and administrative data from the 2012-13 school year, observation ratings from external observers, and survey data from the 2012-13 and 2013-14 school year. Findings from the end of the first year of REACH implementation include: (1) In general, administrators were able to apply the rating rubric in ways that were consistent with predictions given component difficulty. About 3 percent of administrators were identified as muted and about 5 percent of administrators were erratic; (2) There is considerable variation in evaluator severity, but few are so extreme as to have a very substantial effect on teacher ratings. About 10 percent of the sample of evaluators is extremely severe or lenient. In general, most administrators and external observers were rating within 0.5 points of the average; and (3) In the first year of REACH implementation, teachers were generally positive about the accuracy of the ratings they received from evaluators and the observation process. Tables and figures are appended.
Download or read book Evaluating Teaching written by James H. Stronge and published by Corwin Press. This book was released on 2005-11-02 with total page 329 pages. Available in PDF, EPUB and Kindle. Book excerpt: Foster the development of highly qualified teachers and improve your school′s teaching and learning with solid teacher evaluations! The connection between teacher evaluation fostering school improvement and the development of highly qualified teachers is receiving more attention than ever before. Just as there is a rational connection between school improvement and teacher performance, there is a necessary and rational connection between supporting and cultivating highly qualified teachers through effective evaluations and improving relationships in the school. In this updated edition, top-selling author James H. Stronge and his colleagues synthesize current teacher evaluation research and blend it with practice, highlighting how to: Design a sound teacher evaluation system Assess teacher performance thoroughly and accurately Implement a successful teacher evaluation system Incorporate student performance data, teaching portfolios, and classroom observation into the evaluation process By aligning teaching performance and improvement goals with your school′s mission, this text demonstrates how you can effectively encourage teachers to achieve a high standard of instruction at all levels.
Download or read book No Teacher Left Behind written by Tara C. Haley and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The use of standardized test scores to hold schools, students, and teachers accountable for their performance has been at the heart of education reform efforts throughout the United States for years. Recent reform efforts have been especially focused on including the standardized testing performance of students into the overall evaluation of teacher effectiveness. In several states throughout the country, including Florida, results from teacher performance evaluations are being used to inform professional development, tenure, retention, termination, and compensation decisions. The purpose of this study was to explore the teacher performance evaluation system initiated in Florida in 2011 as perceived by the individuals who created the system, the influencers, as well as by those it most directly impacted, the implementers. This mixed-methodological study provides valuable information on the perceptions of the overall effectiveness of the current teacher performance evaluation system and its potential to improve teacher, student, and school performance. Qualitative data were collected through the use of interviews with Florida Department of Education personnel and open-ended survey questions sent to teachers and principals in six Florida districts. A survey instrument was administered in an effort to further obtain quantifiable results from the 1,022 participants. Given the current federally-funded teacher evaluation system has been in a progressive implementation process for the past three years, minimal research exists on the system other than promotional and informational material that has been produced by state policymakers. As a result, it was important to review how this process to date has impacted the state of Florida and its stakeholders. The results of this study can provide insight to policymakers as well as to the general public to best inform current and future educational policies and practices.
Download or read book Program Evaluation in Practice written by Dean T. Spaulding and published by John Wiley & Sons. This book was released on 2016-12-19 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: An updated guide to the core concepts of program evaluation This updated edition of Program Evaluation in Practice covers the core concepts of program evaluation and uses case studies to touch on real-world issues that arise when conducting an evaluation project. This important resource is filled with illustrative examples written in accessible terms and provides a wide variety of evaluation projects that can be used for discussion, analysis, and reflection. The book addresses foundations and theories of evaluation, tools and methods for collecting data, writing of reports, and the sharing of findings. The discussion questions and class activities at the end of each chapter are designed to help process the information in that chapter and to integrate the information from the other chapters, thus facilitating the learning process. As useful for students as it is for evaluators in training, Program Evaluation in Practice is a must-have text for those aspiring to be effective evaluators. Includes expanded discussion of basic theories and approaches to program evaluation Features a new chapter on objective-based evaluation and a new section on ethics in program evaluation Provides more detailed information and in-depth description for each case, including evaluation approaches, fresh references, new readings, and the new Joint Committee Standards for Evaluation
Download or read book Differentiated Supervision written by Allan A. Glatthorn and published by Association for Supervision & Curriculum Development. This book was released on 1997 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Differentiated supervision is an approach to supervision that provides teachers with options about the kinds of supervisory and evaluative services they receive. The differentiated model provides intensive development to nontenured teachers and to tenured teachers with serious problems. The rest of the faculty receive options for fostering their professional development, working in collaborative teams or opting for a self-directed approach. This book describes a model of differentiated supervision and offers suggestions for its implementation. Chapter 1 presents a rationale for differentiated supervision and briefly describes its components. Chapter 2 explains the foundation elements needed by all teachers to make the model work effectively. The third chapter describes processes for fostering the learning-centered classroom, with a focus on learning outcomes. Chapters 4 through 6 explain how each of the following developmental options works: providing intensive development; fostering cooperative professional development; and facilitating self-directed development. The seventh chapter focuses on the evaluative options in a differentiated system, which distinguishes between two types of evaluation--intensive evaluation and standard evaluation. The final chapter offers suggestions for developing local models appropriate to an individual district's needs and resources. Contains 11 figures and an appendix listing schools using the differentiated model. References accompany each chapter. (LMI)
Download or read book Evaluating Teaching Practices in Graduate Programs written by Jesús Gabalán-Coello and published by Springer Nature. This book was released on 2019-12-19 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book proposes a method to evaluate the work of teachers acting in a very specific educational context: graduate programs at higher education institutions. There are many publications on the field of measurement and evaluation of teaching practices, but these studies are usually conducted at the undergraduate level and ignore the nuances of teaching practices at the graduate level. Should professors demonstrate the same skills when they teach in undergraduate programs as they do when they teach in graduate programs? Is it appropriate to use the same assessment tools both at the undergraduate and the graduate levels? Do the teaching practices evolve the same way at the graduate and undergraduate levels? The book intends to answer these questions by introducing a methodological approach to find the relevant variables that are the foundation of professional practices at the graduate level as determined by the scientific community and through the analysis of the stakeholders’ perceptions. The proposed methodological approach combines quantitative and qualitative research techniques to identify and explain, within a mixed-method framework, the most important factors that lead to teaching quality at graduate level. Therefore, How to Evaluate Teaching Practices in Graduate Practices will be a valuable resource for students, university professors and educational administrators interested in quality assurance processes in higher education institutions.
Download or read book OECD Reviews of Evaluation and Assessment in Education Teacher Evaluation in Chile 2013 written by Santiago Paulo and published by OECD Publishing. This book was released on 2013-11-08 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides, from an international perspective, an independent analysis of major issues facing teacher evaluation, current policy initiatives, and possible future approaches in Chile.
Download or read book A Comparison of Teachers Perceptions and Implementation of Performance Assessment Based on Training and Student Classification written by Colleen E. Klein and published by . This book was released on 1995 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
