Download or read book Perceptions of Teachers on Pennsylvania s Student Learning Objective Process in Teacher Evaluation written by Andrew S. Coonradt and published by . This book was released on 2017 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book TEACHERS PERCEPTIONS AND EXPERIENCES WITH A REFORMED TEACHER EVALUATION SYSTEM written by Amy Elizabeth Long and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the introduction of the Race to the Top initiative in 2009, many states and school districts have rapidly modified their teacher evaluation models in order to hold teachers accountable for student learning and meet federal mandates. Through evaluative feedback and professional learning, the intended outcome in many districts is improved instructional practices by ensuring quality teachers in every classroom. Due to these changes, this phenomenological study sought to understand how teachers experience a reformed evaluation system and their perception of changes in their practice as a result of teacher evaluation. This study found that while teachers have varying experiences with reformed teacher evaluation within one school district, there are components of evaluation that lead to teacher change in practice. Teachers desire feedback that helps them reflect on their practice or try something new in their classroom. By setting a meaningful annual goal for their evaluation, teachers had a focal point for the year and something to work towards which often lead them to refine or make changes to their instruction. Through a survey and teacher interviews, this study contributes to the academic literature by demonstrating that teacher evaluation can result in more than simply accountability; it has the potential to bring about change for teachers if the right conditions are in place through the evaluation process.
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 Teaching to the Test written by Jill S. McGinley and published by . This book was released on 2006 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Tep Vol 16 N1 written by Teacher Education and Practice and published by R&L Education. This book was released on 2003-05-27 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Quarterly Review of Distance Education written by Michael Simonson and published by IAP. This book was released on 2023-12-01 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally based, formal education, where the learning group is separated and where interactive technologies are used to unite the learning group.
Download or read book Teachers Perceptions of the Teacher Evaluation Instrument and Process written by David Thomson and published by . This book was released on 2014-09-12 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Measuring Teacher Effectiveness with the Pennsylvania Value Added Assessment System written by Naomi Bowen and published by . This book was released on 2017 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to determine if the Pennsylvania Value-Added Assessment System Average Growth Index (PVAAS AGI) scores, derived from standardized tests and calculated for Pennsylvania schools, provide a valid and reliable assessment of teacher effectiveness, as these scores are currently used to derive 15% of the annual effectiveness rating assigned to PVAAS eligible mathematics and English language arts teachers. The research also sought to determine if teacher perceptions indicate that the validity and reliability of the PVAAS AGI score included in the Classroom Rating Tool is important. The PVAAS AGI scores, average Normal Curve Equivalent (NCE) scores, and demographic data from 260 Pennsylvania middle schools serving grades six through eight were utilized to determine the extent to which PVAAS AGI scores assigned to a school change statistically over time and if there is a relationship between the PVAAS AGI in mathematics or English language arts for each school and the percentage of economically disadvantaged, learning disabled, English language learners, and minorities attending the school. A Likert scale survey of twenty PVAAS eligible teachers of mathematics and English language arts employed in two middle schools serving grades six through eight in the same district yielded information regarding teacher perceptions. Results of this study indicated that the mean gains for PVAAS AGI scores significantly decreased from 2013 to 2016 for all schools, regardless of achievement level, in both mathematics and English language arts. The demographic variables analyzed did not impact PVAAS AGI scores for schools. Teacher morale was significantly negatively impacted by the inclusion of PVAAS AGI scores in the Classroom Rating Tool, the Pennsylvania mandated rubric utilized to measure teacher effectiveness. Additionally, teachers indicated that they believe important decisions such as changes to instructional practices and scheduling are made based on PVAAS AGI, even though teachers do not understand how it is calculated or trust the validity of PVAAS AGI scores. The literature review surfaced concerns regarding how the average NCE scores are treated in the PVAAS statistical model, as certain treatment of these scores could potentially force invalid results. The literature review also revealed that the Data Recognition Corporation (DRC), the company that designs the standardized tests from which the data utilized in the PVAAS statistical model is derived, has warned that scores at the maximum and the minimum end of the scale may not be accurate due to the design of their test. This is a matter of interest due to the fact that the SAS Institute claims that the tests utilized by their model must be able to measure the performance of students at the lowest and highest ends of the achievement spectrum, begging the question of whether it is even possible for the PVAAS model to accurately determine student growth. Finally, discrepancies in the reported grade levels for schools were found on the state data reporting site.
Download or read book Teachers Perceptions of Evaluation Methods written by Rachael Miller and published by . This book was released on 2012 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Resources in Vocational Education written by and published by . This book was released on 1979 with total page 894 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effective Teaching and Learning written by Otis E. Lancaster and published by Gordon & Breach Publishing Group. This book was released on 1974 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Inclusive Schools in Action written by James McLeskey and published by ASCD. This book was released on 2000 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: For any school undertaking an inclusion program, here's an opportunity to find out what works and explore a 10-step plan that can achieve positive academic and social outcomes for all students -- with and without disabilities.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 618 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.].
