Download or read book Pennsylvania State Evaluation for Principal Effectiveness written by Thomas Evert and published by . This book was released on 2014 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the perceptions of principals regarding the implementation of a new statewide Pennsylvania Principal Effectiveness Evaluation (PPEE) and its impact on principal leadership practices, teacher instructional practices, and student achievement scores. Accountability for the improvement of student achievement scores and teacher instructional practices has filtered into a statewide principal evaluation system that has raised concerns about the consistency, fairness, effectiveness, and value attributed to the new process of principal evaluation. Eleven school districts located within southeastern Pennsylvania served as the study sites for this research. Data were collected using Google© Drive online survey that consisted of multiple Likert-scale questions, forced-choice questions, open-ended response questions, and principal interview responses. The study sample consisted of 25 principals, five of whom also participated within an interview process. This study found that the new statewide PPEE would impact principal leadership practices if individuals take a serious approach to the evaluation rubric that provided principals and evaluators with clear definitions for accountability and measurements relative to differentiation within job performance levels. Secondly, this study found that the new statewide PPEE would impact teacher instructional practices because principals would hold teachers more accountable for classroom learning and student performance, which has filtered down to affect their own evaluations. Lastly, this study found that the new statewide PPEE would impact student achievement scores due to a trickle down effect on principals holding teachers accountable for student growth, and teachers then holding students more accountable for improved achievement scores.
Download or read book Value Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot Executive Summary written by Stephen Lipscomb and published by . This book was released on 2012 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Commonwealth of Pennsylvania plans to develop a new statewide evaluation system for teachers and principals in its public schools by school year 2013-2014. To inform the development of this evaluation system, the Team Pennsylvania Foundation (Team PA) undertook the first phase of the Pennsylvania Teacher and Principal Evaluation Pilot--henceforth referred to as Phase 1--2010 and 2011 in collaboration with a broad stakeholder group that included leaders from the Pennsylvania Department of Education (PDE), the Pennsylvania State Education Association (PSEA), school districts, and the business community. The purpose of Phase 1 was to develop and implement a pilot set of performance measures to obtain lessons for improving the use of classroom observations and student data in evaluating teacher and principal performance. None of the results from Phase 1 had a bearing on actual evaluations or personnel decisions for any teacher or principal. This report presents findings for the second track of Phase 1. In this track, Mathematica Policy Research used student-level data to develop value-added models (VAMs) for estimating teacher and principal effectiveness. VAMs estimate the effects of educators on student achievement growth. VAMs belong to the class of models that are generally referred to as student growth models, but a VAM estimate is not a measure of student growth; rather, it is an estimate of an educator's or a school's "contribution" to student growth. VAMs can be appropriate for use in teacher or principal evaluations because they produce information about educator effectiveness. Other indicators like student proficiency rates and descriptive measures of student growth might be appropriate as targets for school accountability purposes, but they should not be viewed as indicating what a teacher or school has contributed to student learning. (Contains 2 figures, 1 table and 1 footnote.) [For the "Value-Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot. Full Report", see ED531795.].
Download or read book Value Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot Full Report written by Stephen Lipscomb and published by . This book was released on 2012 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Commonwealth of Pennsylvania plans to develop a new statewide evaluation system for teachers and principals in its public schools by school year 2013-2014. To inform the development of this evaluation system, the Team Pennsylvania Foundation (Team PA) undertook the first phase of the Pennsylvania Teacher and Principal Evaluation Pilot--henceforth referred to as Phase 1--2010 and 2011 in collaboration with a broad stakeholder group that included leaders from the Pennsylvania Department of Education (PDE), the Pennsylvania State Education Association (PSEA), school districts, and the business community. The purpose of Phase 1 was to develop and implement a pilot set of performance measures to obtain lessons for improving the use of classroom observations and student data in evaluating teacher and principal performance. None of the results from Phase 1 had a bearing on actual evaluations or personnel decisions for any teacher or principal. This report presents findings for the second track of Phase 1. In this track, Mathematica Policy Research used student-level data to develop value-added models (VAMs) for estimating teacher and principal effectiveness. VAMs estimate the effects of educators on student achievement growth. VAMs belong to the class of models that are generally referred to as student growth models, but a VAM estimate is not a measure of student growth; rather, it is an estimate of an educator's or a school's "contribution" to student growth. VAMs can be appropriate for use in teacher or principal evaluations because they produce information about educator effectiveness. Other indicators like student proficiency rates and descriptive measures of student growth might be appropriate as targets for school accountability purposes, but they should not be viewed as indicating what a teacher or school has contributed to student learning. Appended are: (1) Technical Specifications of the VAMS; (2) Data Sources and Sample Characteristics; and (3) Technical Results from Value-Added Analyses. (Contains 34 tables, 9 figures and 52 footnotes.) [For the "Value-Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot. Executive Summary", see ED531803. This report was supported by the Team Pennsylvania Foundation.].
Download or read book Teacher Effectiveness written by Research for Action, Pennsylvania Clearinghouse for Education Research (PACER) and published by . This book was released on 2013 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: Act 82 of 2012 established new standards for Pennsylvania's teacher evaluation system, including the incorporation of student performance measures in ratings decisions. Since 2009, approximately 35 states have amended teacher evaluation systems, with student achievement playing an increasingly prominent role. This count includes neighboring states--such as New Jersey, New York, and Ohio--which base between 40 and 50 percent of teacher effectiveness ratings on student achievement. Changes to teacher evaluation policy have been motivated in large part by U.S. Department of Education's priorities, including the issuance of waivers from certain "No Child Left Behind" requirements. States receiving a waiver, including Pennsylvania, are required to "develop and implement teacher and principal evaluation and support systems that include student achievement growth as a factor." The nonpartisan Center on Education Policy reported that ten states amended their plans for a new teacher evaluation system due to the waiver policy alone.v Likewise, the Race to the Top (RTTT) competition emphasized teacher and principal evaluation systems based on student achievement. This policy brief provides a closer look at Pennsylvania's new teacher evaluation system and the efforts of the Pittsburgh Public Schools--the state's second-largest district and an early adopter of revised evaluation standards--to implement reforms. It concludes with implications for state policymakers, district leaders, and education stakeholders.
Download or read book The Impact of Pennsylvania Department of Education s Principal Effectiveness Framework for Leadership written by Daphne Kirkpatrick and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The recent focus on principal effectiveness, and in particular the development of the Framework for Leadership instrument to measure a principals effectiveness, provides cause to investigate the impact of this implementation on district superintendents in Pennsylvania. Currently, a modest amount of research exists regarding superintendent roles and responsibilities around effective district leadership; however, little is available that focuses the superintendents responsibility specific to the evaluation and support of the principal to become a better instructional leader. This qualitative research study explored the perceptions of 44 superintendents working in school districts across three Intermediate Units in the central region of Pennsylvania. The two primary means of collecting data included surveys and interviews. Surveys were completed by 44 superintendents, and from the survey data, 19 superintendents were selected to participate in a brief interview.The findings show that the Framework for Leadership provides superintendents with a tool that can be used to guide conversations about effectiveness, provide feedback on particular areas of need, and promote the growth of principals where necessary; however, findings also reveal that superintendent roles and responsibilities are often so overwhelming that instructional leadership is often not a thought that is first and foremost in their thinking. There were three primary implications revealed in this study. First, this study contributes to recent research in support of principal supervisor positions, particularly as these positions related to school districts located in rural Pennsylvania. This is a significant area of need when considering how superintendents in this region of the state are responsible for covering a multitude of responsibilities as leaders in their positions. Second, this study confirms the importance of superintendents involvement in professional learning. This professional learning is especially important when considering implementations of new supervisory and evaluation tools. Finally, this study contributes to the literature in support of the importance of superintendents as essential for supporting principals to become more effective school leaders.
Download or read book Conceptualizations and Uses of the Pennsylvania Framework for Leadership in the Practices of Secondary School Principals written by Dwight E. Nolt and published by . This book was released on 2016 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2010, the state of Pennsylvania began the work of creating and adopting a state-wide principal effectiveness plan that mirrored the framework established for the evaluation of teachers. Backed by a series of assumptions about the power of an assessment or evaluation tool to increase the effectiveness of school leaders, a team of educators at the state level reviewed plans from numerous states and districts as well as the widely recognized VAL-ED school leadership evaluation plan to inform the creation of a plan tailored for Pennsylvania school leaders.
Download or read book The Current State of Principal Evaluation in Pennsylvania written by Frank A. Pullo and published by . This book was released on 1993 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Questioning for Classroom Discussion written by Jackie Acree Walsh and published by ASCD. This book was released on 2015-11-16 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: What type of questioning invigorates and sustains productive discussions? That’s what Jackie Acree Walsh and Beth Dankert Sattes ask as they begin a passionate exploration of questioning as the beating heart of thoughtful discussions. Questioning and discussion are important components of classroom instruction that work in tandem to push learning forward and move students from passive participants to active meaning-makers. Walsh and Sattes argue that the skills students develop through questioning and discussion are critical to academic achievement, career success, and active citizenship in a democratic society. They also have great potential to engage students at the highest levels of thinking and learning. The extent to which this potential is realized, of course, depends on individual teachers who embrace these practices, make them their own, and realize that this process requires a true partnership with students. With that in mind, Questioning for Classroom Discussion presents and analyzes the DNA of productive discussions—teacher-guided, small-group, and student-driven.
Download or read book Principals Awareness Use and Effectiveness of the Pennsylvania Value added Assessment System PVAAS written by Kristen Swengel Lewald and published by . This book was released on 2008 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: A qualitative research study was designed to examine the principals' awareness, use, and perceived effectiveness of the Pennsylvania Value-Added Assessment System (PVAAS) as a tool for instructional decision-making. The research was conducted in 22 school districts in a two county region of central Pennsylvania. A survey and interview guide were designed to collect data from principals on core areas of understanding, implementation, and impact regarding PVAAS. The principals' awareness of PVAAS was studied through items about growth, reporting availability, types of reporting (school, grade, student-levels), and basic report interpretation. Principals' use of PVAAS was probed with items on PVAAS use at the school, grade, and student-levels. The effectiveness of PVAAs as perceived by the principals was viewed through responses to items on the effectiveness of PVAAS at the school, grade, and students levels. Forty-four principals from buildings that served grade four in these 22 school districts completed the online survey. Ten of the fourty-four principals' participated in personal interviews. Results indicated a significant awareness of the types of information and reporting available from PVAAS. Findings indicated that a significant number of principals used PVAAS at the school and student-levels while a smaller number of principals used PVAAS for grade-level planning. While the awareness and use of PVAAS varied across principals, the responses from the survey and the interviews revealed a high level of positive agreement regarding the effectiveness of this tool at all levels of the system for instructional decision-making.
Download or read book Pennsylvania Educator Effectiveness written by Julian E. Underwood and published by . This book was released on 2018 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Pennsylvania Educator Effectiveness System strives to place an effective teacher in every classroom. This evaluation system incorporates the use of value-added growth measures, not only at the teacher level, but also at the building level. These building level scores are included in every teacher's yearly evaluation. This study sought to determine if a relationship existed between the value-added scores and collective teacher efficacy; the faculty's collective belief that they have the capabilities to make an educational difference for their students. 120 middle school teachers from southwestern Pennsylvania were surveyed using the Collective Teacher Beliefs Scale. The study found that a relationship did not exist between the value-added scores and collective teacher efficacy. Additionally, the relationship between value-added scores and several other variables was examined. The socio-economic status of the building was found to serve as a moderator for collective teacher efficacy. Finally, this study provides administrators with examples of how to boost collective teacher efficacy and in turn improve teacher effectiveness.
Download or read book Principal Evaluation and Third grade Student Reading Achievement written by Debora Borges-Carrera and published by . This book was released on 2019 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods study examined the relationship between the School District of Philadelphia’s principal evaluation process and student achievement in third-grade reading as measured by the Pennsylvania System of School Assessment (PSSA) scores. This study surveyed 40 principals from the School District of Philadelphia’s Neighborhood Networks. This study was conducted in three parts. First, principals were administered an online survey to measure their perceptions concerning the School District of Philadelphia’s principal evaluation process. Second, third-grade Reading, as measured by the Pennsylvania System of School Assessment (PSSA) scores, were analyzed for the 40 schools represented in the study to determine if a relationship between the feedback principals received in their evaluation process impacted their leadership behaviors in improving third-grade literacy in their schools. Lastly, scores for the principals on the state of Pennsylvania’s Principal/School Leader Rating Form (PDE 82-2) were analyzed to determine if a relationship existed between the principals’ effectiveness rating, the principals’ perceptions of the School District of Philadelphia’s principal evaluation process, and the individual school’s third grade Reading PSSA scores. Results from this study indicated that the principals’ perceptions of the School District of Philadelphia’s principal evaluation process are not related to third-grade reading scores on the PSSA.
Download or read book The Impact of Pennsylvania s Educator Effectiveness System on Building Administrators Supervision and Evaluation of Teachers written by Jeffrey T. Smecker and published by . This book was released on 2016 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: In acknowledgement of research related to the deficits of traditional teacher evaluation systems, the Pennsylvania Department of Education developed the Educator Effectiveness System (EES) as a comprehensive multiple measures teacher evaluation system (MMTES) requiring building administrators to evaluate teachers using evidence-based observations and a variety of measures indicating teacher contributions to student achievement (Pennsylvania Department of Education, 2014). The purpose of this qualitative research study was to examine the perceptions of building level administrators related to the impact of the implementation of Pennsylvania's EES on their supervision and evaluation of teachers. Qualitative data in the form of survey responses and personal interviews were collected from participating building administrators throughout 15 public school districts in southcentral Pennsylvania to determine the impact of evidence-based observations, the impact of using SLO, PVAAS and SPP data as measures of teacher effectiveness, and the need for additional supports and professional development for administrators working within the EES. The analysis of the data collected during this study indicated building administrators believed Pennsylvania's EES has helped them become more overall effective supervisors and evaluators, mainly due to positive impacts of using evidence-based observation methods. Building administrators reported positive and negative impacts of the use of SLO, PVAAS, and SPP data as measures of teacher effectiveness. Additional time to complete tasks associated with the EES and training related to the use of student growth and achievement data were identified as needed supports.
Download or read book Principal Evaluation written by James H. Stronge and published by ASCD. This book was released on 2013-03-11 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective principals run effective schools--this much we know. Accurately measuring principal effectiveness, however, has long been an elusive goal for school administrators. In this indispensable book, author James H. Stronge details the steps and resources necessary for designing a comprehensive principal evaluation system that is based on sound research and established best practices. Here you'll find everything you need to thoroughly assess principal performance, including * An in-depth analysis of research findings related to principal evaluation. * A set of seven field-tested and research-based principal performance standards. * Detailed indicators for each standard that describe the principal's duties and expected level of performance. * A four-point performance appraisal rubric for each standard. * Forms and checklists for use in compiling evidence of performance and completing evaluations. * A step-by-step guide to planning, designing, implementing, and troubleshooting a successful evaluation system. If there's a new principal evaluation system rolling out in your school or district, or if your administration is planning to build one, Principal Evaluation: Standards, Rubrics, and Tools for Effective Performance is essential for ensuring that the system is accurate, fair, and effective.
Download or read book A Study of the Pennsylvania Framework for Leadership written by Nicole M. Harvey and published by . This book was released on 2017 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of principals in a suburban southeastern Pennsylvania county regarding the Framework for Leadership evaluation process. This explanatory sequential mixed-methods multiple case study was designed to explore and explain the relationship among the collection of evidence, the providing of feedback, and the principal's perception of the Framework for Leadership. The Framework for Leadership was first implemented during the 2014-2015 school year, and to date there is no existing research on the extent to which it is improving principal practice. Improved principal practices lead to increased student achievement. The first phase of the study included quantitative data collected from 40 principals via an electronic survey questionnaire about how they perceive the evaluation process through the use of a published survey, the Teacher Evaluation Profile (TEP). The TEP is designed to better understand teachers' experiences with the evaluation process and can be applied to principals' experiences with the evaluation process as well. Therefore, this study used a revised version of the TEP named the Principal Evaluation Profile (PEP). The second phase of the study included qualitative data collected from three school districts during focus group interviews. The three focus groups each contained two to three principals from the same district and consisted of one group in each of the following areas: highest average perceptions of the evaluation process, lowest average perceptions of the evaluation process, and neutral average perceptions about the evaluation process. The qualitative data was used to further explain the quantitative data in order to study principal perceptions of the Framework for Leadership evaluation process.
Download or read book Pennsylvania s School Accountability Rating Systems written by Elizabeth Aldridge and published by . This book was released on 2020 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study of 60 Southeastern Pennsylvania principals' perceptions of accountability rating systems, namely, the school performance profile (SPP) and the Future Ready PA Index, was conducted. Through an online survey using a Likert-type scale, principals were asked 30 questions about their work experiences and their perceptions of the SPP and the Future Ready PA Index. Findings revealed that principals indicated their relative confidence in explaining the SPP rating system compared to the newer Future Ready PA Index. Principals indicated confidence in understanding how the SPP effects state-mandated teacher evaluations as well as principal evaluations. Principals also reported confidence in their knowledge of improving their SPP scores. Principals indicated they did not feel the SPP was an accurate assessment of their school's performance. They also indicated that they felt more confident in explaining the SPP over the Future Ready PA Index to all stakeholder groups, but that difference could be explained by time spent with the older SPP system in place. Principals reported that on-the-job training and self-study were the source of their SPP knowledge. Results support the use of on-the-job training as a vehicle for principals to learn more about the Future Ready PA Index. Results also support the need for principal preparation programs to address accountability in general and accountability rating systems specifically.
Download or read book The Pennsylvania State College Studies written by Pennsylvania State College and published by . This book was released on 1973 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Western Pennsylvania Elementary Principals on the Teacher Effectiveness System written by James P. Prager and published by . This book was released on 2015 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt:
