Download or read book Perceptions of High School Teachers and Administrators Concerning Teacher Evaluation written by Thad Wilson Clayton and published by . This book was released on 2008 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Teachers and Administrators Perceptions of a New Multi measure Teacher Evaluation System in One Large Urban School District in Texas written by Gladys Smith Moton and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind (NCLB) Act, and Obama‘s Race to the Top (2009) policy charged districts with increasing academic achievement by improving teacher quality. The problem of teacher quality has plagued the public school system for decades. Stronge and Hindman (2005) suggest, we can greatly improve student achievement if we come to an understanding of what constitutes an effective teacher and then seek out those qualities and behaviors (p. 49). Districts are now compelled to take a closer look at teacher evaluation systems in order to measure teacher quality and effectiveness. Evaluation systems provide the impetus for informing teacher practice, as well as, potentially driving future staff development (Education, 2009). Many states are now requiring teacher ratings to be based on multiple measures of performance, with many states and districts electing to establish performance pay incentive parameters for meeting specific goals (Doherty & Jacobs, 2013). In the backdrop of this transitional educational landscape, at least one large urban school district in Texas embarked upon a project to improve its teacher evaluation system. The 2012-2013 school year marked the deployment of this district‘s newly implemented teacher evaluation system. This newly implemented teacher evaluation system aimed to address both teacher effectiveness and student growth. The purpose of this program evaluation was to: 1) examine teachers‘ and administrators‘ perceptions of the newly implemented teacher evaluation system within a large urban school district and its influence on instructional planning, classroom instruction and professional practice; 2) examine teachers‘ and administrators‘ perceptions regarding the training they received with the newly implemented evaluation system; and, 3) explore teachers‘ and administrators‘ perceptions regarding the newly implemented teacher evaluation system being tied to performance pay. A purposeful sampling of sixteen teachers and five principals from low-performing and high-performing elementary, middle, and high schools within one large urban school district were selected as participants for this study to gain multiple perspectives from teachers and administrators across various contexts. Participants were part of one of the district‘s feeder pattern schools who participated in the pilot year of implementation. Three teacher focus groups were conducted, and each of the five principals were interviewed one-on-one using semi-structured interviews. Transcribed audio recordings from principal interviews and teacher focus groups were coded inductively (Creswell, 2002) and analyzed for emerging themes using the constant comparison method (Glaser and Strauss,1967). Findings revealed teachers and administrators perceived the newly implemented teacher evaluation system to positively influence instructional planning by providing the focus and structure embedded in the Danielson‘s Framework for Teaching and assisting teachers in refining pedagogy. Additionally, both teachers and administrators reported the evaluation system influenced classroom instruction by promoting increased levels of student engagement and moving teachers from teacher-directed instruction to student-driven learning. Findings also revealed the evaluation system provides teachers and administrators opportunities for reflective practice through increased dialog and strengthened relationships. The teachers and administrators perceived some of the training to be overwhelming and confusing due to the large amount of content given at once. Lastly, findings revealed teachers and administrators question the fairness of tying student growth measures to teacher performance pay, and they are unclear about the process for determining teacher performance pay. Implications and recommendations for districts planning to implement new evaluation systems are included in this study. The recommendations include: developing a clear set of teaching standards rooted in best practices for effective teaching when adopting a new teacher evaluation system; assuring the evaluation process encourages frequent observations, goal setting, action planning, and teacher and administrator reflections to promote reflective and improved practice, increased dialog, and strengthened relationships; assuring district leadership across all levels are well-informed regarding the newly implemented teacher evaluation system and are equipped to explain processes and address concerns; forming a district-wide core training team to deliver district-wide professional development rather than relying solely on campus administrators to deliver turn-around training to teachers and other campus level administrators; and, scaffolding training in smaller segments to allow adult learners to synthesis and process information more deeply.
Download or read book High School Teachers and Administrators Perceptions of the Teacher Evaluation Process in California s Publc Schools written by Randall B. Wormmeester and published by . This book was released on 2005 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Evaluation in Practice written by Jennie Y. Jiang and published by Consortium on Chicago School Research. This book was released on 2014-11-20 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: As part of UChicago CCSR's ongoing study of Chicago Public Schools' new teacher evaluation system, this report looks at teacher and principal perceptions in the second year of implementation. It finds teachers and principals remain positive about the new evaluation system, though less so than in Year 1. This brief, a continuation of the work that began in Teacher Evaluation in Practice: Implementing Chicago's REACH Students, draws on survey data from more than 19,000 teachers and nearly 800 principals and assistant principals to measure their views of REACH (Recognizing Educators Advancing Chicago's Students). REACH replaced the previous checklist system, which rated nearly all teachers as excellent or superior and failed to provide much useful feedback for improving teacher practice.
Download or read book Teacher and Administrator Perceptions Toward the Teacher Evaluation Within a Suburban School Disctrict in Pennsylvania written by Stephen A. Catrambone and published by . This book was released on 2012 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to determine teacher and administrator perceptions toward the teacher evaluation process used within a suburban school district in Pennsylvania. Fifty-eight teachers (28 in elementary school, 9 in middle school, and 21 in high school) and seven administrators (5 principals and 2 assistant principals) participated in the questionnaire portion of the study. Individual interviews with 14 participants (9 teachers and 5 administrators) provided additional insight of their perceptions. Results of the study indicated that participants agreed overall that they deem their district's current evaluation process to be a quality experience. Data also revealed that participants suggested that communication, collaboration, and specific feedback were critical components to an effective teacher evaluation system. Results also indicated that results showed that while teachers see the process as mainly about teacher growth, administrators see the process as mainly about teacher accountability. As a result, teachers would like to continue with the current evaluation system, but administrators would like to see the process changed. The data also revealed that teachers believed the feedback they receive from administrators as average while administrators indicated that they believe the feedback they provide to teachers is very specific and detail oriented.
Download or read book Teachers and Administrators Perceptions of Teacher Evaluation written by Sherry R. Sutton and published by . This book was released on 2008 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher and Administrator Perceptions of Teacher Performance Evaluation Systems in Two Georgia Public Schooll Districts written by Jane Ford-Brocato and published by . This book was released on 2004 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Level Administrator and Teacher Perceptions of the Impact of Teacher Evaluations on Classroom Instruction written by Sabrina Stephens and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher evaluations have a substantial impact on student achievement. Students rely on their teachers to provide them with the necessary knowledge and skills to succeed in today’s ever- changing world. Teachers are required to meet the needs of every student and perform to the best of their ability. Administrators support and evaluate teachers to help them make important decisions about their instructional practices. The purpose of the current study explored teacher and administrator perceptions of teacher evaluation ratings and its impact on classroom instruction. The current study utilized the principle of personal mastery as it assessed the impact teacher evaluations have on teacher practices during classroom instruction. A qualitative research design was used to collect and analyze survey data from Georgia teachers and school-level administrators.
Download or read book Perceptions of Secondary Teachers and Evaluation Administrators Regarding Performance Factors in Teacher Evaluation written by Warren Emmons Nieburg and published by . This book was released on 1970 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of High School Administrators and Classroom Teachers Perceptions of the Effectiveness of the Georgia Teacher Evaluation Program in Three South Georgia School Districts written by Arthur Lee Anderson (Sr) and published by . This book was released on 1999 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there was a significant difference in the perceptions of high school administrators and classroom teachers Georgia Teacher Evaluation Program. Data for this thesis was gathered from a questionnaire distributed to 13 administrators and 161 classroom teachers from three high schools located in southwest Georgia. The study revealed that there is a statistically significant difference in the perception of the effectiveness of the Program.
Download or read book Investigating a Teacher Evaluation System written by Noelle A. Paufler and published by . This book was released on 2014 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing public criticism of traditional teacher evaluation systems based largely on classroom observations has spurred an unprecedented shift in the debate surrounding educational accountability policies, specifically about the purposes for and measures used to evaluate teachers. In response to growing public demand and associated federal mandates, states have been prompted to design and implement teacher evaluation systems that use increasingly available, statistically complex models (i.e., value-added) intended to isolate and measure the effects of individual teachers on student academic growth over time. The purpose of this study was to examine the perceptions of school administrators and teachers within one of the largest school districts in the state of Arizona with regards to the design and implementation of a federally-supported, state policy-directed teacher evaluation system based on professional practice and value-added measures. While much research has been conducted on teacher evaluation, few studies have examined teacher evaluation systems in context to better understand the standards of effectiveness used by school administrators and teachers to measure system effectiveness. The perceptions of school administrators and teachers, considering their lived experiences as the subjects of the nation's new and improved teacher evaluation systems in context, must be better understood if state and federal policymakers are to also better recognize and understand the consequences (intended and unintended) associated with the design and implementation of these systems in practice.
Download or read book Teacher Evaluation written by Anthony J. Shinkfield and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher Evaluation: Guide to Professional Practice is organized around four dominant, interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models. The book draws heavily on research and development conducted by the Federally funded national Center for Research on Educational Accountability and Teacher Evaluation (CREATE). The reader will come to grasp the essence of sound teacher evaluation and will be able to apply its principles, facts, ideas, processes, and procedures. Finally, the book invites and assists school professionals and other readers to examine the latest developments in teacher evaluation.
Download or read book Administrator and Teacher Perceptions about the Effect of Peer Coaching on Instruction and Student Achievement in the Secondary Classroom written by Katherine J. Hough and published by . This book was released on 2013 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined teachers' and administrators' perceptions of the effect of the peer coaching model on individual instruction and student achievement in the secondary classroom. One south central Pennsylvania suburban school district was the focus of this case study. Teachers and administrators at the junior high school and the senior high school were questioned through online surveys with both Likert scale statements and open-ended questions and individual interviews. Data instruments were used to ask teachers and administrators about the current peer coaching model at their school, the concept of teachers working with teachers to improve instruction, and the effect of peer coaching on student achievement. Teachers and administrators reported instructional improvement and student academic success with the current peer coaching model. Teachers reported being much more comfortable working with trusted colleagues through the peer coaching model; these pairings help to improve instruction by providing beneficial feedback on instruction and student learning. Ultimately, the goal of peer coaching is to improve instruction and increase student achievement. While the teachers and administrators in this study reported that student achievement did increase because of the peer coaching model, more concrete data is needed to support the use of peer coaching. The teachers and administrators in this study reported that the peer coaching model has potential but only when genuine effort is given. Teachers and administrator participants reported that if teachers are not committed to improving their practices, peer coaching and any other supervision model may fail. Peer coaching plays an important role in the state's new system for supervising and evaluating teachers. The Pennsylvania Department of Education introduced a new teacher evaluation system called the Teacher Effectiveness Project in 2013. The new system will be implemented at the start of the 2013-2014 school year. Full implementation of teacher evaluation system with a percentage of each teacher's score connecting to student data will begin in 2014-2015. Supervision options offered to teachers as part of this project will include action research, professional portfolio, and peer coaching. Currently in one south central Pennsylvania county, peer coaching is an underutilized model of supervision. With the new evaluation mandates, teachers must take advantage of resourceful options for improving instruction and increasing student achievement.
Download or read book Perceptions of Regular and Special Education Teachers and Administrators about the Process of Teacher Evaluation written by Jon E. Rosell and published by . This book was released on 1990 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Secondary School Principals Perceptions Regarding Current Teacher Evaluation Procedures in Three Midwestern States written by Beth A. Saiki-Olsen and published by . This book was released on 1996 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Teacher and Administrator Perceptions of the Impact of Feedback on Teacher Instructional Practices in Reading written by Tiffany LaShawn Chatman and published by . This book was released on 2019 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective reading instruction is paramount to the success of students in school and well into adulthood. Students that read below grade in third grade are more likely to drop out of high school and earn less income as adults. Teacher effectiveness is critical in helping to close these ongoing gaps with regards to reading. Teacher quality is very important to student achievement and as a result, teacher evaluation processes have become essential in determining and retaining quality teachers. Additionally, teachers' and administrator's perceptions of evaluations, particularly, perceptions of administrative feedback given and the impact it has on changing instructional practices, is important because teachers have a direct impact on student achievement and are one of the single most important factors in student performance. This study utilized a pragmatic paradigm for program evaluation as the theoretical framework to identify K-5 teachers' and administrators' perceptions of the impact of administrators' feedback on teacher instructional practices in reading in a rural school district in Virginia. Focus groups and semistructured interviews were used to collect data from teachers and administrators regarding their perceptions of feedback and the impact on instructional practices in reading. Transcript and thematic analysis were used to analyze the data collected through the focus group and interviews that were conducted in this case study.
