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 Teacher and Administrator Perceptions Regarding Evaluation and Observation of Co teachers written by Frances K. Garner and published by . This book was released on 2012 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined criteria by which administrators should observe and evaluate teachers engaged in co-teaching and examined administrator and teacher perceptions regarding the co-teacher observation and evaluation process. Seventy-five co-teachers and administrators from four southeastern Pennsylvania school districts provided the data for this study. Participants responded to Likert scale survey questions, open ended questions, and provided input during interviews. Results indicated that there are different responsibilities in the co-taught class than there are in the solo-taught class which should be reflected in an evaluation of a teacher's performance. Results also showed that there are specific criteria upon which regular education teachers and special education teachers should be evaluated which differ from the current evaluation system in Pennsylvania. Lastly, teachers and administrators disagreed on their perspective regarding whether co-teaching pairs should be observed together. This research could provide a basis for school districts to reassess the teacher evaluation systems employed for co-teachers.
Download or read book Middle School Teachers and Administrators Perceptions of the Teacher Evaluation Process in California s Public Schools written by Wayne Diulio and published by . This book was released on 2005 with total page 472 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 Teachers and Administrators Perceptions of the Oregon Teacher Evaluation Process written by Joyce Jeffers Osternig and published by . This book was released on 1984 with total page 232 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 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 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 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 Perceptions of Teachers and Administrators in a Massachusetts Suburban School District Regarding the Implementation of a Standards based Teacher Evaluation System written by John F. Doherty and published by . This book was released on 2009 with total page 470 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Perceptions of the Mississippi Teacher Evaluation System written by Lois A. Kappler and published by . This book was released on 2017 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: A strong focus has been placed on accountability for the educational process and the achievement of all students. This has put tremendous pressure on teachers, as well as school administrators, superintendents, and school board members, to seek innovative ways to increase student achievement and to ensure that effective teachers are in all classrooms, so emphasis is on developing effective evaluation systems. Given the development and implementation of the Mississippi Teacher Evaluation System (MTES) in 2010, there is a need to discover the perspectives of the teachers who are evaluated within this process. The success of an evaluation process will only be successful if teachers use it to enhance their professional growth and effectiveness in the classroom. In order to gain an understanding of the perceptions of Mississippi teachers in Teacher Incentive Fund (TIF) schools and their insight into the MTES, this study focused on three research questions: (1) how do Mississippi teachers perceive the usefulness of the MTES, (2) how do Mississippi teachers perceive that the MTES develops their effective teaching practices, and (3) how do Mississippi teachers perceive that the MTES supports teachers’ professional growth? A qualitative approach provided descriptive, narrative, and percentage responses to the research questions of this multiple-case study. Results showed that the majority of the TIF teachers who participated in this study perceived that the MTES to have some degree of usefulness, especially when implemented consistently across the campus. Teachers who did not experience the entire evaluation process and feedback conferences were frustrated and irritated by the process. Overall, teachers did experience an improvement in their instructional practices because of their participation in the MTES, and most perceived that the MTES supported their professional growth because of targeted professional development and the development of professional-growth goals. With timely feedback and evaluator support, teachers are enriching their teaching practices which enhance student engagement, but they are concerned that the instrument is not being implemented consistently in all schools. There is a lack of confidence in navigating the observation rubric and implementing the process with consistency.
Download or read book Teacher Evaluation in Practice written by Susan E. Sporte and published by . This book was released on 2016-08-23 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Teacher and Administrator Perceptions of Danielson s Framework for Teaching Supervisory Process written by Dana J. Edwards and published by . This book was released on 2014 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined teachers' and administrators' perceptions of Danielson's Framework for Teaching supervisory process. Three suburban public school districts in southeastern Pennsylvania were the focus of this study. Teachers (48) and administrators (24) were questioned through online questionnaires with Likert-type scale statements, open-ended questions, and individual interviews. The research instruments enabled the researcher to focus on the following topics: (a) the benefits of Danielson's Framework for Teaching, (b) the impact of Danielson's Framework for Teaching, and (c) improvements that can be made to Danielson's Framework for Teaching. The findings of this study indicated that Danielson's Framework for Teaching is a supervisory process that encourages academic achievement and professional growth. Teachers and administrators reported being much more comfortable with this supervisory process when compared to those that were used previously. In addition, participants indicated the Framework provides for common language and objective components, which allow for professional discussion focused on student achievement and professional growth. An area of concern that was revealed in the study is the substantial time commitment required for the Framework to be implemented with fidelity in all schools with all professional staff. The Pennsylvania Department of Education piloted the new teacher evaluation system called the Teacher Effectiveness Project over three years starting with the 2010-2011 school year. Beginning with the 2013-2014 school year, the four domains indicated in Danielson's Framework for Teaching supervisory process account for 50% of each teacher's evaluation in the new system. With Danielson's Framework for Teaching being such a new process, teachers and administrators must understand the most recent research in this area to increase its effectiveness on student achievement and professional growth. However, further research is still needed in Pennsylvania to identify the Framework's strengths and weaknesses over time.
