Download or read book Educators Perceptions about Teacher Team Performance written by Brian M. Troop and published by . This book was released on 2007 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: The development of a school culture consistent with the Professional Learning Communities (PLC) Model requires that educators be involved in reflective dialogue about their performance. Collaboration among teachers was most effective when the group operated as a high performing team. The focus of this study was the analysis of educators' perceptions of team performance within three elementary schools collected through teacher questionnaires and interviews of learning facilitators and principals. Data from all three sets of participants were classified using the four levels of the Tuckman (1965) Model for Team Development. Teams were classified as (a) forming, (b) storming, (c) norming, or (d) performing for each of the three perspectives. Teacher data were grouped by the appropriate grade level team within each building and the three buildings were in the same suburban school district. All participating buildings were in the third year of conducting structured monthly grade level team meetings. Results of this study demonstrated an inconsistency between teacher perspectives and those of learning facilitators and principals. Teacher team members all classified their respective team performance in the performing level. The learning facilitators and principals identified team member behaviors consistent with all four of Tuckman's (1965) performance levels. Additionally, learning facilitators and principals were able to provide rationale consistent with current research as to why teams performed in a given manner.

Download or read book The Power of Teacher Teams written by Vivian Troen and published by Corwin Press. This book was released on 2012 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: While most educators believe working in teams is valuable, not all team efforts lead to instructional improvement. Through richly detailed case studies The Power of Teacher Teams demonstrates how schools can transform their teams into more effective learning communities that foster teacher leadership. The benefits of successful teacher teams include: improved performance for both teachers and students; meaningful professional development; group adoption of a new curriculum; shared insights into student work; better classroom management; support for new teachers; new roles for teacher leaders; and opportuniteis for mentor support.School leaders will find guidelines, methods, and concrete steps for building and sustaining effective teacher teams. Also included is a DVD with video case studies and one CD with reproducibles. The most important reason for building teacher teams is to enhance student learning through improved instruction, and that story is at the heart of this book.

Download or read book Teacher Perceptions of the CARE Team Model written by Shelby West and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The CARE (Compassion through Assessment, Response, and Evaluation) Team is a prereferral intervention team at a TK-6th elementary school. After the initial year of implementation, teacher understandings and feedback about the team was desired. The researcher used survey and interview questions to elicit input from the general education teachers. Responses were used to answer the question: In what ways do teachers perceive the purpose and process of the CARE Team? To provide context, a broad lens is applied to the field of existing literature to determine the need for such prereferral teams, the hallmarks of effective teams, the barriers to effectiveness, and finally teacher perceptions of these types of teams. The narrative surveys and interviews were coded using in vivo, holistic, and pattern coding methods, along with CARE Team training and student record documentation to triangulate the data and validate the findings. The findings reveal insights into what general education teachers desire from a collaborative problem-solving team. Meeting the indicated desires of teachers may encourage greater participation and follow-through on interventions, which leads to greater likelihood of positive student outcomes. Based on teacher feedback, it is recommended the team adopt a formalized problem-solving protocol, provide more direct implementation support, and maintain a positive tone by validating and encouraging teacher efforts. Making these improvements may lead to greater teacher engagement with the team, increasing the amount of support provided to students with exceptional needs. The major conclusion is teacher perceptions can be one measure of team effectiveness and teachers can provide meaningful recommendations for improvement. This can further research on what qualities influence the effectiveness of prereferral intervention teams, through the lens of general educators.

Download or read book Elementary Teacher s Self perceptions of Teaching Team Effectiveness written by Kelly Hank Denny and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, predictive correlational research study is to determine if there is a relationship between individual teachers’ self-perceptions of their grade level teaching team’s effectiveness and their teaching experiences. Research related to the development of effective teaching teams to positively influence academic progress is synthesized. Theoretical frameworks include Bandura’s (1986) social cognitive theory, Senge’s (1990) learning organization model, and Tuckman’s (1965) model of group development. Convenience sampling was utilized to gather data from 77 elementary teachers working in the same southeastern school district. The Tuckman Team Maturity Questionnaire (TTMQ) was the instrument used to determine teachers’ self-perceptions of their teaching team’s stage of group development. Multiple linear regression was applied to test four null hypotheses. Three null hypotheses were not rejected, and a statistically significant relationship was not found between teachers’ self-perceptions of teaching team effectiveness based on scores for the forming, storming, and norming stages of group development and the linear combination of three predictor variables. Null hypothesis four was rejected and a statistically significant relationship was found between performing stage scores and the linear combination of three predictor variables. Post -hoc analysis of TTMQ results provides further insight into teachers’ perceptions of their teaching team’s development. This study is relevant to the work of school leaders who seek to positively affect student achievement through the development of highly effective teaching teams.

Download or read book Teachers Perceptions of the Effectiveness of a School based Staff Development Program written by Gayle Poland Frame and published by . This book was released on 1989 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Collaborative Teacher Teams Within Professional Learning Communities written by Helene H. Van Natter and published by . This book was released on 2008 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study revealed that both schools were in developing stages of a professional learning community. Although the principals and teachers had their own individual goals about student learning, they did not share a school-wide vision; therefore, neither school satisfied the criteria of a professional learning community.

Download or read book Designing Teacher Evaluation Systems written by Thomas Kane and published by John Wiley & Sons. This book was released on 2014-06-03 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt: WHAT IS EFFECTIVE TEACHING? It’s not enough to say “I know it when I see it” – not when we’re expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET) project represents a groundbreaking effort to find out what works in the classroom. With funding by the Bill & Melinda Gates Foundation, the MET project brought together leading academics, education groups, and 3,000 teachers to study teaching and learning from every angle. Its reports on student surveys, observations, and other measures have shaped policy and practice at multiple levels. This book shares the latest lessons from the MET project. With 15 original studies, some of the field’s most preeminent experts tap the MET project’s unprecedented collection of data to offer new insights on evaluation methods and the current state of teaching in our schools. As feedback and evaluation methods evolve rapidly across the country, Designing Teacher Evaluation Systems is a must read and timely resource for those working on this critical task. PRAISE FOR DESIGNING TEACHER EVALUATION SYSTEMS “This book brings together an all-star team to provide true data-driven, policy-relevant guidance for improving teaching and learning. From student achievement to student perceptions, from teacher knowledge to teacher practices, the authors address key issues surrounding the elements of a comprehensive teacher evaluation and improvement system. Highly recommended for anyone seriously interested in reform.” —PETE GOLDSCHMIDT, Assistant Secretary, New Mexico Public Education Department “This book is an invaluable resource for district and state leaders who are looking to develop growth and performance systems that capture the complexity of teaching and provide educators with the feedback needed to develop in their profession.” —TOM BOASBERG, Superintendent, Denver Public Schools “A rare example of practical questions driving top quality research and a must read for anyone interested in improving the quality of teaching.” —ROBERT C. GRANGER, Former President (Ret.), The William T. Grant Foundation “This will be the ‘go to’ source in years to come for those involved in rethinking how teachers will be evaluated and how evaluation can and should be used to increase teacher effectiveness. The superb panel of contributors to this book presents work that is incisive, informative, and accessible, providing a real service to the national efforts around teacher evaluation reform.” —JOHN H. TYLER, Professor of Education, Brown University

Download or read book Effect of Guided Collaboration on General and Special Educators Perceptions of Collaboration and Student Achievement written by Sandra Laine and published by . This book was released on 2013 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the effects of a guided collaboration approach during professional learning community meetings (PLC's) on the perceptions of general and special educators as well as the effect on student performance as measured by benchmark evaluation. A mixed methodology approach was used to collect data through surveys, weekly teacher reflections and benchmark assessment results. Findings indicate that collaborative relationships and trust affected teachers' perceptions of collaboration between general and special education teachers. Recommendations for further study include lengthening the duration of the study to allow teams time to build trust and determine if results are changed based on time to build trust.

Download or read book Management from Islamic Perspective written by Khaliq Ahmad and published by . This book was released on 2006 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Perception of Professional Development written by Ramina Issac and published by . This book was released on 2017 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: Exceptional educators help create outstanding learners. Research suggests that knowledgeable educators are vital factors to the schools and influencing student success. Therefore it is imperative to consider how the educators are trained and support both new and experienced teachers. The purpose of this study was to define the effects of professional development on educators and their perception of staff development in one selected school district, studying the effectiveness of professional development. This study attempted to find the connection between participating in any professional development and teacher effectiveness. Moreover it analyzed whether educators participating in professional development had more knowledge and skills after trainings and retain what they had learned. Furthermore this study measured how teachers perceived the effectiveness of their trainers and their skills to transfer the extended talents to their classroom. A qualitative research method was used in two educational facilities in one school district. Thirty educators representing two schools responded to the survey. The educators were given the opportunity to participate in a survey that asked them a variety of questions pertaining to professional development. The outcomes of this analysis reinforced the research literature and provide multiple recommendations for all educators that participate in staff development. Proposals and suggestions for strategies and practices are incorporated.

Download or read book The Perception of School Effectiveness and School Improvement by Teachers in Low performing Schools After State Team Intervention written by Michael Anthony Turner and published by . This book was released on 2002 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study examined the effectiveness of state assistance teams assigned to selected urban inner city schools as perceived by teachers one year after intervention. The study also determined the perception of the effectiveness of core strategies utilized by state teams in participating schools. Three inner city urban schools in the same district were selected for the study. Of these schools, a sample of 145 elementary, middle and high school teachers were surveyed. The survey was divided into two sections. The first section was used to measure demographic data of each responding teacher. The second section was comprised of 30 rating scale items concerning the perceived effectiveness of the core strategies utilized by the state assistance teams. Of the 145 respondents, 24 teachers were at the elementary level, 33 teacher respondents were middle school teachers, and 88 teacher respondents were teachers at the high school level. Results of the study indicated significant agreement that state team intervention was needed in all of the participating schools. Teachers further agreed that state assistance team core strategies were effective in improving school performance and student achievement. The results of this study serve as baseline data for future research into the perceived effectiveness of state assistance team intervention.

Download or read book Two Ships Pass in the Night written by Frank Michael Ruggiero and published by . This book was released on 2014 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent decades, educators have looked toward the middle school model as an appropriate bridge for children transitioning from elementary school to high school and from childhood to adolescence. However, there continue to be questions surrounding its cornerstone practice of interdisciplinary teaming. Using a qualitative single-case study design, this dissertation was designed to explore how teachers experience the phenomenon of teaming as a feature of middle school reform efforts. It examined how participation or non-participation on a team affected members of a school community whose approach to teaming included some teachers but excluded others. The purpose of this research was to generate better understandings of teachers' lived experience to assist in efforts to improve the teaming model in middle schools. Much of the existing research on middle school reform documents the positive outcomes of teaming but neglects its impact on the larger school community and focuses, instead, on smaller groups of teachers who are part of the teams. By privileging the viewpoints of an under studied population of non-team teachers whose voices are often unheard in the literature on teaming's normative benefits, this study was the first scholarly attempt to compare the experience of team teachers with that of non-team teachers. The significance of this research lay in its ability to explore unintended outcomes of this experience. Both team and non-team teachers chosen through a combination of criterion and convenience sampling took part in semi-structured phenomenological interviews. Data collection procedures also included the observation and analysis of school, district, and community documents. With multiple data sources and data collection methods, both methods triangulation and data triangulation were employed as strategies to improve the internal validity of this research. Results from this research indicate that teacher experience with middle school interdisciplinary teaming varies according to their team or non-team status. Team status affected teachers' opportunities for professional growth, perceptions of instructional effectiveness, and sense of belonging and personal satisfaction. These findings have implications for both policy and practice. Educational policymakers need to understand how teaming affects all members of a school community, and practicing school leaders must be aware of the potential negative effects of teaming that remain under researched, discounted, or swept aside. Future research should be designed to add to the knowledge base of how middle school teaming affects all teachers in schools. In so doing, future research will provide support for school leaders charged with implementing or maintaining middle school reforms and, more specifically, designing and leading interdisciplinary teams in their middle schools.

Download or read book A Study of Teachers and Administrators Perceptions of Collaborative Teacher Teams as a Strategy for Professional Development written by Rachel Martin and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract Only a few studies have questioned teachers' perceptions of collaborative professional development work at the elementary level; however there is considerable literature on collaborative teams as a means for professional development. Professional development programs are often diverse in philosophy, each with their own advantages and disadvantages, however the research on high quality professional development seems to support collaboration. The purpose of this study was to examine elementary teachers' perceptions of collaborative professional development teams. Capturing teachers' perspectives on collaborative practices could potentially provide insight to administrators when creating professional development opportunities for teachers. Are collaborative teams seen (1) as a mechanism for promoting teacher growth, (2) a way to improve their own practice, and (3) a way to improve the practice of their team? In addition, does the principals' control of these collaborative teams (4) have any influence on the teachers' perceived value of these teams, and (5) are the perceptions of the teachers and principals comparable in regards to collaborative professional development teams? The study included five elementary schools in a large urban district where there was a strong commitment to professional development. Two of the five schools participated in face-to- face interviews for in-depth conversations and data collection. Teachers and principals were a part of this case study. Through data analysis, the participants reported that collaborative teams were a positive means for professional development as they perceived it. The professional development teams were perceived by teachers as being more successful when: 1) there were opportunities to share in vertical teams, 2) there were structures and adequate time was provided, 3) there was a safe environment, 4) there was trust in colleagues, 5) the work was connected to the goals of the school, and 6) they saw student work improving as a result of their collaborative efforts. In addition, the data revealed that the amount of control that the principal has in creating the collaborative teams does not appear to negatively impact teachers' perceptions of the positive benefits of practice. When teachers felt that their work was purposeful and focused on school goals they were more willing to work in any team configuration that they were assigned to, as this helped them to grow professionally.

Download or read book The Impact of Secondary Teachers Perceptions Content Areas Years of Experience and Level of Education on the Tennessee Educator Acceleration Model written by Mary Jo Holmes and published by . This book was released on 2016 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study identified the impact of secondary teachers' perceptions, content area, years of experience, and degrees attained on the Tennessee Educator Acceleration Model (TEAM). Teachers must find value in the instrument used to rate their job performance The researcher secured an inner-city Northern Middle Tennessee high school to participate in a mixed model research study to ascertain information about educators' perceptions of the evaluation system. Seventeen one-way ANOVA tests were run to determine the difference of various independent variables and an emergent coding technique was used to find themes in participant's answers. The findings indicate some educators perceive the process to be unfair, ineffective to increase teaching and learning, and evaluators lack the content knowledge to give effective feedback.

Download or read book Better schools better teachers better results written by Vic Zbar and published by ACER Press. This book was released on 2007-02-01 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: Better Schools, Better Teachers, Better Results shows how to provide objective and constructive feedback on teacher performance by highlighting areas of strength on which to build, and identifying shortcomings to be redressed through targeted training and other developmental support.

Download or read book Hong Kong Teachers Perceptions Towards Teaching Competition as a Means for Staff Development written by Man-Yee Anna Lee and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Hong Kong Teachers' Perceptions Towards Teaching Competition as a Means for Staff Development" by Man-yee, Anna, Lee, 李敏怡, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Teaching competition is a common and standardized practice in mainland China, but until then it is rather new to teachers in Hong Kong. Teaching competition can have dual roles: being an activity for teacher development and as a kind of standard enforcement of teachers' performances. The primary purpose of this dissertation was to examine the perceptions of teachers in Hong Kong towards teaching competition as a means for staff development. Both quantitative and qualitative methods were used in this research study. A questionnaire containing both multiple choices and open-ended questions was used to collect data anonymously from secondary school teachers in Hong Kong. This study also attempted to explore other areas relating to teaching competition, including teacher collaboration, teaching performance assessment, teacher identity, and teacher standards. The results of this study showed that in general Hong Kong teachers did not reject the idea of using teaching competition as a platform for sharing and developing teaching skills. However, some teachers considered that teaching competition might, to a certain extent, induce tensions among teachers and jeopardize teacher collaboration. Judging teachers' performances in teaching competition can be considered as a process of assessment. As such, applying theories of assessment could gain better understanding of the judgment itself, maintain fairness of judgment and clear up the misunderstanding of ostentation in teaching competition and non-determinacy of teaching performance. Moreover, the results of judgments in teaching competitions must be correctly interpreted. Judgments accompanied with feedback instead of simply feedouts could serve better for teacher development purpose. Finally, teaching competition could enforce performance standards to teachers. Findings from this research study revealed that recent education reform in Hong Kong would affect teachers' views on teaching competition. It was argued that teaching competition might be an appropriate means to help teachers establish and re-establishing their discredited professional identity under the cultural change of marketization. DOI: 10.5353/th_b5017681 Subjects: Teachers - Training of - China - Hong Kong Teachers - China - Hong Kong - Attitudes

Download or read book Tennessee Educator Acceleration Model written by Renee Melinda Moran and published by . This book was released on 2013 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher effectiveness has become a national conversation and an issue that is debated in both public and educational arenas. Recently, the notion has arisen to quantify teacher effectiveness through the measurement of both teacher and student performance. This study focuses on one state’s initial attempt to implement a policy reform that measures a teacher’s performance both qualitatively, through scored classroom observations, and quantitatively, through student achievement scores. Ultimately, the idea is that these scores could then be used to make important decisions about salary, retention, and tenure. Using qualitative ethnographic research procedures within a framework of critical theory, I studied 8 first grade teachers and their experiences with Tennessee’s Education Acceleration Model (TEAM). I specifically sought to understand the following: 1) the commonalities amongst teachers experiences with the TEAM evaluation, 2) the commonalities in teachers’ perceptions of the influence of TEAM on literacy instruction, and 3) how the context of teachers work may complicate teacher perceptions of the influence of TEAM. Interviews, observations, artifacts, and public documents were the primary sources of data for this study. Results indicated that the implications of policy implementation may be less cut and dry than policy makers might hope. While the hope might be that policy translates directly into change in classroom practice, this study demonstrated otherwise. The amount of change varied greatly from school to school and teacher to teacher and was highly dependent on teacher belief and context. For the most part, teachers tended not to disregard literacy practices they saw as valid just because policy required them to do so. These findings indicate that policy makers might be wise to consider teacher autonomy as well as teacher in-put. Likewise, there are indications that appropriate professional development might assist in scaffolding a new policy implementation.