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 Urban Teachers Perceptions of the Implementation of the Virginia Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers written by Bernadette Y. Smith (Ph.D.) and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: An emphasis has been placed on teacher evaluation to improve student achievement; therefore, states such as Virginia have had to revise their teacher evaluation systems. The most recent revisions in Virginia were implemented in 2012. A major component of the revision was the inclusion of student progress in teacher evaluation. Since the inclusion of student progress into teacher evaluation, teachers, and administrators have had to make adjustments in their practices and procedures related to teacher evaluation. Consequently, the purpose of this case study was to examine the perceptions of a sample of teachers regarding the implementation of the revised performance standards and evaluation criteria in 2012. The perceptions of a sample of secondary teachers in a small urban district were examined to identify factors that might influence their perceptions of the performance standards and related topics. The literature review outlined transformations that have occurred in education and their impact on teacher evaluation. Participants were comprised of 12 teachers who were interviewed using a semistructured format as the primary data source. Another source of data was the reviewing of documents. The findings also indicated that teachers possessed primarily positive perceptions of the performance standards in their current teacher evaluation system. Recommendations included on-going professional development (e.g., expanding grade levels for teachers), interviewing administrators, and determining their perceptions of the performance standards.
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 Evaluating Teachers And Administrators written by George B. Redfern and published by Routledge. This book was released on 2019-04-05 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stressing the importance of using evaluation as a means to improve teacher and administrator performance, Dr. Redfern provides a practical guide to conducting an evaluation and using its results. He thoroughly describes the anatomy of the evaluation process, outlines the materials needed, and covers such often-neglected topics as evaluation of substandard performance, assessment of the performance of administrators and supervisors, evaluation as an administrative tool in education management, and the potential pitfalls inherent in the evaluation process. The book closes with detailed suggestions for developing or revising programs for personnel evaluation.
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 Teachers and Administrators Perceptions of Potential Performance Motivators written by Steve Michael Farrar and published by . This book was released on 1981 with total page 436 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 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 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 Instructional Supervision written by Sally J. Zepeda and published by Routledge. This book was released on 2011-01-11 with total page 365 pages. Available in PDF, EPUB and Kindle. Book excerpt: First published in 2012. Routledge is an imprint of Taylor & Francis, an informa company.
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 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 A Study of Teachers and Administrators Perceptions of Two Teacher Evaluation Processes written by Wanda Jean Curry and published by . This book was released on 1986 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Teacher and Principal Perceptions of a New Evaluation Program for Teachers written by Ruth Shannon Finnegan (Ph.D.) and published by . This book was released on 2016 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ability to evaluate teachers accurately is indispensable for both the development of effective teachers and for student achievement. In this era of accountability, it is important school districts develop evaluation systems that comply with the propriety, utility, feasibility, and accuracy standards of the Joint Committee on Standards for Educational Evaluations. This study focused on a process evaluation of a new teacher evaluation program. While previous studies have been conducted from the teachers or the evaluators perspectives, this study examined both perspectives. More than 1,500 teachers and 41 principals were invited to complete an online instrument modified from surveys conducted by Hopkins and Stronge. Of concern to the teachers and principals was the accuracy of the new evaluation program, they did not see the value and validity of using SLOs to improve teaching practices to increase learning, and teachers slightly favored using the professional practices component more than the SLO component of the evaluation. Using SLO data in teacher evaluation is an unknown dynamic for teachers; therefore, school administrators need to understand how teachers perceive this change as it relates to teacher support of the new evaluation process. If districts are to safeguard the fidelity, implementation, and sustainability of new evaluation programs for teachers, districts must acknowledge the influence teacher perceptions have on endorsing implementation efforts toward change. Teachers' perceptions toward adjusting instructional practices to align with the standards and criteria of new evaluation programs can either hinder or ensure program implementation.
Download or read book Effects of Student Performance Assessment Outcomes as a Criterion in the Teacher Evaluation Process written by Samuel Maldonado and published by . This book was released on 2014 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: The teacher evaluation processes and practices utilized in American public schools serving kindergarten through high school students have undergone continual alterations since the early 1880's. In 2001, the reauthorization of the Elementary and Secondary Education Act, now known as the No Child Left Behind Act, spurred the development and implementation of comprehensive public school accountability systems based on student academic performance measures. This national legislative initiative has brought to the forefront a renewed push for changes in traditional teacher evaluation systems which align individual teacher efforts with student performance outcomes (Stronge, Ward, Tucker, & Hindman, 2007). According to federal documents, in 2013, 30 states required student performance as a measure in teacher performance evaluations. Among these states, 20 require student performance outcomes to be a "significant or the most significant factor in judging teacher performance" (ESEA, 2012). Consequently states and local education agencies (LEAs) developed and employed varying evaluation approaches to document and measure the effects of individual teacher efforts on student performance. The utilization of pre- and post- student assessment measures has been a feature of such evaluative attempts to connect teaching with student outcomes and to determine the value of the teacher's effort. One such evaluative approach has evolved as value-added model (VAM). In spite of its widespread utility in American school system, the validity, fairness and sustainability of VAMs in teacher has been questioned by leading scholars in the field and vigorously challenged by teachers and organized teacher organizations and unions. Therefore, the purpose of this case study is to examine the effects of inclusion of value-added methods in the teacher evaluation process, and to acquire information to broaden our understandings of the complexities involved in the application of student performance outcomes to evaluate individual teacher performance. The research questions guiding this study are: (1) According to teacher perceptions, how does the inclusion of a student academic performance measure in the teacher evaluation process influence teacher's instructional and non-instructional behavior? (2) Are there measurable differences between elementary and secondary teachers in their perceptions of how a student performance measure in the teacher evaluation process influences teacher instructional and non-instructional behavior? (3) According to teacher perceptions, will students' academic performance on state assessments improve due to the inclusion of student performance outcomes in the teacher evaluation process?
Download or read book Getting Teacher Evaluation Right written by Linda Darling-Hammond and published by Teachers College Press. This book was released on 2015-04-28 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher evaluation systems are being overhauled by states and districts across the United States. And, while intentions are admirable, the result for many new systems is that goodoften excellentteachers are lost in the process. In the end, students are the losers. In her new book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning. She outlines the most current research informing evaluation of teaching practice that incorporates evidence of what teachers do and what their students learn. In addition, she examines the harmful consequences of using any single student test as a basis for evaluating individual teachers. Finally, Darling-Hammond offers a vision of teacher evaluation as part of a teaching and learning system that supports continuous improvement, both for individual teachers and for the profession as a whole.
