Download or read book Principals Perceptions of an Evaluation System in Tennessee written by Janet Dyer Mobley and published by . This book was released on 2002 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Principals Perceptions of the Tennessee Teacher Tenure Law written by David John Lomascolo and published by . This book was released on 2016 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: This concurrent mixed methods study examined principal perceptions of the teacher tenure law in Tennessee. The study examined the perceptions of K-12 public school principals toward the Tennessee teacher tenure law under Senate Bill 1528 and how principals perceived that the law has affected their ability to evaluate and retain effective teachers. The investigation followed a concurrent mixed methods design (QUAN + QUAL). The Tennessee Teacher Tenure Principal Perception Survey was adopted and slightly modified from Davidson’s (1998) study of principal perceptions of teacher tenure in Tennessee. At the conclusion of data analysis, findings were integrated and triangulated through Hess’ (1999) political attractiveness of reform framework. Quantitative results found that the majority of principals have positive perceptions of the Tennessee teacher tenure law. Interviews with principals added insight to the findings of the quantitative phase and integrated findings affirmed quantitative results. Principals characterized the teacher tenure law has having a positive impact on their ability to evaluate and retain effective teachers despite having some barriers associated with the teacher evaluation system. While principals expressed positive perceptions of the overall evaluation and tenure system, principals generally felt that tenure is no longer a valuable construct and holds little negative influence over their ability to evaluate, retain, or dismiss teachers just so long as they are doing their jobs as principals. Previous levels of controversy and visibility that once surrounded tenure prior to the law’s change in 2011 have withered and the new system is perceived to be having a positive impact on the quality of education in Tennessee. Results indicated that future reform efforts by the state should focus on collecting principal perceptions for ways to improve upon barriers currently facing implementation of the teacher evaluation system. The study concludes with a model for helping predict the success of reform in Tennessee and provides implications for its use along with recommendations for future research. Results from this study highlight that future research and reform should focus on the use of stakeholder and principal perception data in policy initiatives and education agendas at the school building, community, and state levels.
Download or read book Perceptions of Teachers and Principals Toward Teacher Evaluation by Principals in Tennessee Public Secondary Schools written by Timothy R. Setterlund and published by . This book was released on 1989 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of the Design and Implementation of Teacher Evaluation Systems in Tennessee Public Schools written by Russell G. Ramsay and published by . This book was released on 1980 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Teachers and Principals Toward Teacher Evaluation by Principlas in Small West Tennessee Elementary Schools written by Maxine Johnson Stewart and published by . This book was released on 1987 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Evaluation in Tennessee written by Tennessee. Department of Education and published by . This book was released on 2012 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the summer of 2011, the Tennessee Department of Education contracted with the National Institute for Excellence in Teaching (NIET) to provide a four-day training for all evaluators across the state. NIET trained more than 5,000 evaluators intensively in the state model (districts using alternative instruments delivered their own training). Evaluators were required to pass an inter-rater reliability exam, in which they viewed video recordings of teachers delivering lessons and rated them to ensure they understood the distinction between differing levels of performance. Implementation of the evaluation system began at the start of the 2011-12 school year. The department made a concentrated effort to solicit and encourage feedback, meeting with teachers and administrators across the state. Educators voiced both strengths and concerns about various facets of the teacher evaluation process and implementation. Legislators also received feedback from their constituents and shared information with department officials. The department and others heard positive comments from administrators about improvements in the quality of instruction in classrooms and also heard concerns about particular facets of the system. As implementation continued through the first semester of the school year, it became clear that satisfaction with the evaluation system varied considerably from district to district, driven largely by district- and school-level leadership. While administrators continued to tout the system's impact on instruction, the public discussion about teacher evaluation began to detract from the real purpose of the evaluation system: improving student achievement. In response, Governor Haslam, supported by legislative leadership, tasked the State Collaborative on Reforming Education (SCORE) with conducting an independent review of the system through a statewide listening and feedback process and producing a report to the State Board of Education and department outlining a range of policy considerations. In addition, the Governor announced his support of House Joint Resolution (HJR) 520, which ultimately was adopted by the General Assembly. This resolution directed the department to follow through on its commitment to seek feedback, conduct an internal review of the evaluation system, and provide a report with recommendations to the House and Senate Education Committees by July 15, 2012. Through its feedback gathering process, common themes have emerged: (1) Administrators and teachers--including both supporters and opponents of the evaluation model--believe the TEAM rubric effectively represents high-quality instruction and facilitates rich conversations about instruction; (2) Administrators consistently noted that having school-wide value-added scores has led to increased collaboration among teachers and a higher emphasis on academic standards in all subjects; (3) Administrators and teachers both feel too many teachers have treated the rubric like a checklist rather than viewing it as a holistic representation of an effective lesson, and both groups feel additional training is needed on this point; (4) Teachers in subjects and grades that do not yield an individual value-added score do not believe it is fair to have 35 percent of their evaluation determined by school-wide scores; (5) Implementation of the 15 percent measure has not led to selection of appropriate measures, with choices too often dictated by teacher and principal perceptions of which measure would generate the highest score rather than an accurate reflection of achievement; (6) Administrators consistently noted the large amount of time needed to complete the evaluation process. In particular, administrators want to spend less time observing their highest performing teachers and more time observing lower performing teachers. Additionally, they feel the mechanics of the process (e.g., data entry) need to be more streamlined and efficient; (7) Both administrators and teachers consistently felt better about the system as the year progressed, in part due to familiarity with the expectations and because of changes that allowed for fewer classroom visits during the second semester; and (8) Local capacity to offer high-quality feedback and to facilitate targeted professional development based on evaluation results varies considerably across districts. (Contains 5 footnotes.).
Download or read book Teachers Perceptions on the Basic Beliefs and Principles of the Tennessee Career Ladder Teacher Evaluation System written by Linda G. Collins and published by . This book was released on 1990 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Middle Tennessee Teachers Concerning Teacher Evaluation written by Barbara S. Mason and published by . This book was released on 1985 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of Perceptions of Tennessee Public School Teachers Building level Administrators and Central Office Administrators Toward Teacher Evaluation written by Samuel Lawson Houston and published by . This book was released on 1981 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Evaluators Level II and III Teachers Level I Teachers and Nonparticipants Regarding Fundamental Beliefs and Principles of the Career Teacher Evaluation System written by Barbara Parker Randall and published by . This book was released on 1986 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Evaluation Techniques written by Marsha H. Denton and published by . This book was released on 1995 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Perceptions of Tennessee Teachers Principals Superintendents Legislators and Department of Education Representatives Regarding the Impact of the Tennessee Value Added Assessment System written by Thomas A. Young and published by . This book was released on 1996 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Does the New Teacher Evaluation Process More Closely Resemble an Ideal Process as Perceived by Middle Tennessee Teachers written by Deborah M. Wiles and published by . This book was released on 2000 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of School Personnel in the Memphis City School System Concerning the Teacher Evaluation Process written by Leon Patrick Davis and published by . This book was released on 1980 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of the Tennessee Career Ladder Evaluation Process written by Alvin Carney Rose and published by . This book was released on 1986 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Secondary Teachers Perceptions Content Areas Years of Experience and Level of Education on the Tennessee Educator Acceleration Model written by Mary Jo Holmes and published by . This book was released on 2016 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study identified the impact of secondary teachers' perceptions, content area, years of experience, and degrees attained on the Tennessee Educator Acceleration Model (TEAM). Teachers must find value in the instrument used to rate their job performance The researcher secured an inner-city Northern Middle Tennessee high school to participate in a mixed model research study to ascertain information about educators' perceptions of the evaluation system. Seventeen one-way ANOVA tests were run to determine the difference of various independent variables and an emergent coding technique was used to find themes in participant's answers. The findings indicate some educators perceive the process to be unfair, ineffective to increase teaching and learning, and evaluators lack the content knowledge to give effective feedback.
Download or read book Professional Teacher Evaluation in Alternative Schools in Tennessee A Quantitative Study of the Effect on Teacher Attitude and Professional Development written by Dale V. Mathis and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of alternative school teacher in the state of Tennessee correctional schools, special GED preparation programs and non-public school settings where the new standards-based teacher evaluation system is used. The study sought to determine the extent the implemented teacher evaluation process called Teacher Evaluation Acceleration Model (TEAM)influenced improved practice and professional growth in alternative schools in Tennessee. This study included several teachers that have been surveyed in a pilot study in January, 2012, as well as all others identified as certified Tennessee teachers in non K-12 alternative schools. A quantitative research method design was used to gather data with the number of possible respondents being about 300. Data was collected via a teacher questionnaire and review of state documents from Tennessee Consortium on Research Evaluation and Development. The survey instrument used was adapted from the revised "Teacher Evaluation Profile Questionnaire" (TEP) (Stiggins & Duke, 1988). Despite several years of research and differing models of teacher evaluations, the overall teacher satisfaction and student achievement seem to be declining in Tennessee. Since this problem may negatively impact the job efficacy for teachers in alternative settings and also impede student growth in productive learning environments, these variables were analyzed in the research study. This dissertation addressed teacher perceptions of a strong observation rubric for evaluation through TEAM, a performance evaluation that focuses almost exclusively on teacher practices and student behaviors that can be observed in the alternative classroom.
