Download or read book Principals Perceptions of Critical Administrative Competencies and Performance Indicators Related to Their Performance Evaluation and Salary Determination written by Richard A. Cunningham and published by . This book was released on 1993 with total page 572 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1999 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Qualitative Study of Principal Perceptions of Performance Evaluation in Ohio written by Brenda Harper and published by . This book was released on 2016 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study of a purposeful sample of women principals in Ohio was designed to examine principal perceptions regarding performance evaluation to understand the impact of the standardized framework on the capacity, renewal, growth and behaviors of principals. This study asked: 1. How does a purposeful sample of women principals leading in Ohio schools perceive the Ohio Principal Evaluation System? 2. What critical insights about the power dynamics involved in Ohio leadership performance evaluation can be gleaned from this sample? 3. How and in what ways does a sample of women principals believe that the Ohio Principal Evaluation System impacts their holistic leadership growth? 4. What power dynamics are involved in the performance evaluation of the sample group, and how do these dynamics impact their individual leadership? The perceptions of women principals were explored in order to understand the influence a male guided standardized performance evaluation framework has on their growth and development as leaders as well as to understand the power dynamics that surround performance evaluation practices. Assumptions held by the OPES system, part of a larger accountability driven framework, were critically examined. Critical commentaries emerged indicating that growth and development outcomes have not materialized for principals continuing to experience pressure to increase standardized assessment scores as the strongest indicator of student growth under the framework. Key themes were summarized as (a) emphasizing evidence; (b) translating to leadership; (c) constraining holistic leadership growth, wisdom leadership and renewal; (d) making of local decisions; and (e) experiencing power dynamics.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Principal Evaluation written by James H. Stronge and published by ASCD. This book was released on 2013-03-11 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective principals run effective schools--this much we know. Accurately measuring principal effectiveness, however, has long been an elusive goal for school administrators. In this indispensable book, author James H. Stronge details the steps and resources necessary for designing a comprehensive principal evaluation system that is based on sound research and established best practices. Here you'll find everything you need to thoroughly assess principal performance, including * An in-depth analysis of research findings related to principal evaluation. * A set of seven field-tested and research-based principal performance standards. * Detailed indicators for each standard that describe the principal's duties and expected level of performance. * A four-point performance appraisal rubric for each standard. * Forms and checklists for use in compiling evidence of performance and completing evaluations. * A step-by-step guide to planning, designing, implementing, and troubleshooting a successful evaluation system. If there's a new principal evaluation system rolling out in your school or district, or if your administration is planning to build one, Principal Evaluation: Standards, Rubrics, and Tools for Effective Performance is essential for ensuring that the system is accurate, fair, and effective.
Download or read book Elementary School Principals Perceptions of the Importance of Competencies Within Critical Administrative Task Areas written by Melanie W. Greene and published by . This book was released on 1983 with total page 262 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 A Study of Principals Perceptions of Competence in Common Administrative Roles written by Kelly J. Glodt and published by . This book was released on 2006 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The findings of the study are organized around three research questions throughout Chapters IV and V. Discussions of the findings, as well as recommendations for future studies are also organized around the research questions.
Download or read book Performance Objectives for School Principals written by E. Curtis Henson and published by . This book was released on 1974 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Analysis of School Administrator Perceptions of the Professional Development Appraisal System to Improve Leadership Capacity written by Karen Kulhanek-Rochin and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Having an effective principal leading every school is critical to ensuring schools' effectiveness (Marzano, Waters, & McNulty, 2003). It is well documented that there is a misalignment between assistant principal training and their future role as principal (Austin & Brown, 1970; Bloom & Krovets; 2001, Bartlett, 2011; Celikten, 2001; Hogue, 1999; Koru, 1993). Results from this study will help prepare administrators for these tasks and encourage principals to involve their assistants in all aspects of leading the school. The purpose of this paper is to compare and contrast assistant principals' and principals' perceptions about the purpose and practice of the Professional Development and Appraisal System (PDAS) process. The focus of this study is to determine differences in assistant principals' and principals' perceptions of PDAS as an effective instrument and the implications for enhancing leadership training of assistant principals for their future role as principals. The findings from this study indicate that the pre-service training, induction and on the job training for assistant principals are inadequate for their future role as campus instructional leader. The need for improved teacher appraiser training and recalibration was also noted. Additionally, the research revealed that the efficacy of the PDAS tool is largely dependent on the practices of the appraiser. Recommendations include: ongoing mentors to guide, prepare and empower assistant principals; in-box activities for assistant principals to develop leadership skills; training for principals in the area of leadership development to allow for a less constricted view of campus leadership for assistants; job-embedded, planned opportunities to experience full leadership; training for principals on the best mentoring and grooming practices to empower assistant principals; intentional, strategic human resources planning to build assistant principals' leadership capacity; job-embedded development on how to shape campus culture, conduct transformational leadership, facilitate improvement and be a steward of ongoing learning; extended internship experiences for administrators-in-training; more specific teacher appraiser re-certification, appraiser calibration, teacher conferencing collaboration and appraiser refresher requirements for quality implementation of the process; additional training on the purpose of and proper implementation of the PDAS system and the use of a variety of teacher effectiveness measures.
Download or read book The Collaborative Project written by Patrick C. Miller and published by . This book was released on 2011 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Collaborative Project (CP) began as a pilot project in five low-wealth, rural school districts in North Carolina in August, 2007. The Project included a performance incentive initiative for teachers and administrators along with a professional development component and a set of after-school programs for underachieving students. The pilot phase continued for three years. The objective of this study was to document and examine principals' perceptions of the performance incentive initiative to determine the challenges and successes encountered during the development and implementation of the program The researcher utilized a qualitative interview process to collect data. The participants in the study were principals from the participating districts who had served in their positions for two or more years of the performance incentive program. Every eligible principal consented to be interviewed for this study with the exception of the principals in the researcher's district, who were excluded from the study because of the researcher's role as superintendent of the district. The principals' responses were analyzed and tables were constructed to show the main types of responses for each question, the number of principals who voiced each type of response, and short quotes illustrating each type of response. For triangulation purposes, the results were compared with survey data from a June, 2009 evaluation completed by the Carolina Institute for Public Policy. Overall, the majority of the principals interviewed believed the student achievement, professional development, and principal's evaluation components of the teacher performance incentive criteria helped their schools. The results of the study provided insight into some of the anomalies encountered by the CP leadership during the development and implementation of this performance incentive program. For example, some principals noted instances of teachers of non-tested grades/subjects receiving more performance incentive for student achievement than some teachers of tested grades/subjects. The interview process revealed some unanticipated results not mentioned in the review of the literature, such as a quid pro quo between some principals and teachers. Therefore, this study may provide a significant contribution to the literature on the development and implementation of performance incentive programs.
Download or read book Resources in Education written by and published by . This book was released on 1996 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Principals Perceptions of Competence Needed for Administration of Special Education written by Rita A. Stevenson and published by . This book was released on 2002 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Superintendents and Principals Perceptions of Leadership Domains for Evaluating Principals Performance written by Clifford Byron Wilson and published by . This book was released on 2000 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: For an evaluation system to be effective, both the evaluator and the evaluatee must agree on the theoretical importance and practical relevance of the criteria and have confidence in the evaluator to apply these criteria. This study describes differences and correlations between the perceptions of superintendents and principals with respect to the theoretical importance, practical relevance, and confidence they both have in a superintendent's ability to evaluate principals in the four domains of leadership included in North Carolina's new principals' evaluation system: instructional, organizational, moral/ethical, and managerial leadership. The study surveyed superintendents and their principals in school districts in North Carolina that had enrollments between 5,000 and 25,000 students in 1998-99. The total respondent group included 47 superintendents and 518 principals. Descriptive statistics, hierarchical linear modeling, t-tests, and correlations were used to analyze the superintendents' and principals' perceptions. Seven major conclusions were derived from the study's extensive findings. Most important of these, both superintendents and principals consider the four leadership domains to be more theoretically important to being an effective principal than practically relevant to the daily tasks of a principal, and the confidence ratings of both groups are not as high as their importance and relevance ratings. Furthermore, the confidence ratings of principals are significantly lower than those of superintendents. With a few specific exceptions, these perceptions do not vary with demographic or experience variables.
Download or read book Education A E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Principal Performance Evaluation written by Ruth A. Frerking and published by . This book was released on 1992 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:
