Download or read book Relationship Between the Missouri Performance Based Teacher Evaluation and Student Achievement written by Lyle D. Sybert and published by . This book was released on 1986 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Attitudes and Perceptions of Performance based Teacher Evaluation and the Relationship with Missouri Mastery and Achievement Tests written by Edward Scott Huddleston and published by . This book was released on 1992 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comparison of Student Achievement Based Upon Participation in the Enhancing Missouri s Instructional Networked Teaching Strategies Project as Measured by the Missouri Assessment Program written by William Dean Bratberg and published by . This book was released on 2002 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there was a significant difference in the Missouri Assessment Program (MAP) scale scores of third and fourth grade students in the enhancing Missouri's instructional networked teaching strategies (eMINTS) classrooms and third and fourth grade students not in eMINTS classrooms in the Farmington R-7 School District, Farmington, Missouri during the 2000-2001 school year. The population for this study was the third and fourth grade students in the Farmington R-7 School District during the 2000-2001 school year. Due to the population size and accessibility, data were collected from the entire population. This study used a quasi-experimental, non-equivalent group design using a posttest only analysis. An analysis of variance (ANOVA) was used to determine if the two groups of students, third and fourth grade students participating in eMINTS classrooms and third and fourth grade students not participating in eMINTS classrooms, had statistically different MAP scores. An ANOVA was also utilized to determine if there was significant difference in the MAP scale scores for third and fourth grade students who qualified for participation in the Federal free or reduced lunch program and students who did not qualify. A Chi-square test was used to determine if the observed number of students falling into the top two and the bottom two performance levels of the MAP for the eMINTS group was significantly different than the expected number. Data analyses conducted during this study suggested that there appeared to be no relationship between a student's placement in an eMINTS classroom in the Farmington R-7 School District during the 2000-2001 school year and achievement. Second, a statistical difference was observed among the MAP scale score means of Federal free or reduced and Federal non-free or reduced lunch status student groups. Students in the non-free or reduced lunch group scored significantly higher on the MAP than students in the free or reduced lunch status group. Finally, when student achievement was categorized by performance level the distribution of observed counts of the eMINTS students' performance levels was not significantly different than what would be expected.
Download or read book Teacher Evaluation and Student Achievement written by James H. Stronge and published by . This book was released on 2000 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book discusses four approaches to incorporating student achievement in teacher evaluation. Seven chapters discuss: (1) "Teacher Evaluation and Student Achievement: An Introduction to the Issues"; (2) "What is the Relationship between Teaching and Learning?" (e.g., whether teachers are responsible for student learning and how to measure student learning); (3) "Assessing Teacher Performance through Comparative Student Growth: The Dallas Value-Added Accountability System"; (4) "Assessing Teacher Performance through Repeated Measures of Student Gains: The Tennessee Value-Added Assessment System"; (5) "Assessing Teacher Performance with Student Work: The Oregon Teacher Work Sample Methodology"; (6) "Assessing Teacher Performance in a Standards-Based Environment: The Thompson, Colorado, School District"; and (7) Teacher Evaluation and Student Achievement: What are the Lessons Learned and Where Do We Go from Here?" (e.g., basic requirements of fair testing programs that are to be used to inform teacher evaluation). Chapters 3-6 include information on the purposes of the accountability system and how it was developed; student assessment strategies; how the accountability system works; how the accountability system relates to teacher evaluation; the advantages and disadvantages of the accountability system for teacher evaluation; and results of implementation. (Contains 66 references.) (SM)
Download or read book The Relationship Between Teacher Pedagogy Skills as Reported by the Network for Educator Effectiveness Teacher Evaluation System and Eighth Grade Science Achievement Scores in Missouri written by Grant Stock and published by . This book was released on 2018 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every year in thousands of schools across the United States high stake decisions are made regarding the retention, promotion, professional development, and training of staff using teacher evaluation instruments. Therefore, it is vital to determine if these evaluation instruments as well as the teaching strategies they measure are effective in improving student achievement. The purpose of this study was to see if there is a correlation between the scores eighth grade science teachers receive on the Network for Educator Effectiveness observation instrument for the teaching practices of cognitive engagement, problem solving and critical thinking, and formative assessment and how well their eighth grade science students performed on Missouri’s state accountability test. The participants in the study consisted of 37 schools in the state of Missouri. There were 57 teachers who had their teacher evaluation scores on the Network for Educator Effectiveness observation instrument tied to their students’ scores on the eighth grade science test for the state of Missouri. This study used archival data. The researcher utilized a linear regression analysis for this study to test the three null hypotheses to describe the strength and relationship between each predictor variable and the criterion variable. It was discovered that all three predictor variables of cognitive engagement, problem solving, and critical thinking, and formative assessment were significantly correlated to the criterion variable of students’ scores on the eighth grade science test for the state of Missouri. It was concluded that resources spent by educators in developing this teaching practices would help increase their student’s performance. In addition, further studies into the effectiveness of the Network for Educator Effectiveness teacher evaluation system should be examined
Download or read book The Relationship Between Resource Allocation Patterns in Missouri K 12 Public School Districts and Student Performance written by Aaron R. Butler and published by . This book was released on 2006 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The link between school funding and student achievement has been a topic of debate for many years. School leaders and policy makers have sought ways to increase student achievement while using educational funding in an efficient manner. Previous initiatives to examine the relationship between funding and achievement have included education production functions, standards-based reforms, reallocation of resources, and minimum funding levels. This study was designed to examine the relationship between resource allocation patterns and student achievement in 447 Missouri K-12 public schools. The relationship between school districts' resources and their achievement on the 10th grade mathematics and 11th grade communication arts portions of the Missouri Assessment Program (MAP) test were analyzed using a multiple linear regression analysis. The initial results of the study showed no relationship between district level expenditures and student achievement. However, the second part of the study showed that a district's PEER group, average teachers' experience, student-teacher ratio, and percent of teachers with a Masters degree were related to student achievement. This information will be useful to school leaders and policy makers as they work to increase levels of achievement while operating on budgets of varying size. The third part of the study examined the relationship between student achievement and a proposed 65 percent minimum funding level for instruction related expenses. Despite the growing popularity that the 65 Percent Solution is receiving with education policy makers across the country, the results of this study do not provide evidence that meeting this expenditure level will result in high levels of achievement.
Download or read book The Relationship Between Teacher Participation in the Show Me Classroom Performance Assessment Project and Student Learning as Based on a Review of Five Years of Program Evaluation Data and as Measured by Third Grade Student Performance on the Missouri Assessment Program Communication Arts Test written by Michael A. Fulton and published by . This book was released on 2002 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Missouri s Educator Evaluation System and Its Efforts to Increase Teacher and Leader Effectiveness written by Paul J. Katnik and published by . This book was released on 2014 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: This pilot project study explored the relationship between the newly created Educator Evaluation System by the Department of Elementary and Secondary Education in Missouri and a change in the professional performance of teachers and leaders. In particular, it addressed whether the process articulated in the state's new model resulted in a positive change in an educator's performance ultimately leading to improvements in student learning. A detailed review of the state's model is provided along with the research that supports the need for each step in the process. The pilot project conducted is described and data are reviewed from the participating districts in the pilot. The pilot district data offered in this study demonstrates that a majority of those teachers and administrators who participated in the pilot and used the state's model showed some measure of growth in their professional performance. In fact, well over 90% of those teachers and administrators who participated in the pilot project experienced a positive change in their professional performance, regardless of the particular indicator on which they focused. While traditionally educator evaluation based determinations and ratings of performance primarily from observation data, the Missouri Educator Evaluation System draws from multiple sources. These multiple sources are categorized into three professional frames: commitment, and impact. The commitment frame considers the quality of the teacher in terms of their credentialing, preparation and other similar artifacts indicative of a high quality teacher. The frame considers the quality of the teaching and is gathered through the traditional approach of observation. The impact frame looks at outcome data or the results that occur. All three frames work interdependently to establish a measure of effectiveness. A positive change in an educator's professional performance, as demonstrated by an overwhelming number of teachers and administrators who participated in the pilot project study, requires support by evidence in all three frames. Specifically for teachers, and for some indicators for the administrator, the evidence from the impact frame includes student performance data. The results from this pilot project study demonstrated that a positive change in a teacher's professional performance is accompanied by a positive change in the learning of their students.
Download or read book Guidelines for Performance Based Teacher Evaluation in Missouri written by Missouri. Department of Elementary and Secondary Education and published by . This book was released on 1984 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Evaluation written by Erin Alexander and published by . This book was released on 2016 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Performance Evaluation Reform Act established new policies for teacher evaluation ratings, the inclusion of student growth, the acquisition of tenure, and the dismissal process in Illinois. As a result, standards-based performance ratings and student achievement are factored into summative evaluation ratings. The purpose of this study is to determine the relationship between performance evaluation ratings and student achievement to contribute to the current body of research. Participants in the study were drawn from a sample population of fifth grade students (n=317) and teachers (n=19) in elementary schools (n=7) from a school district located in a western suburb of the Chicago metropolitan area. Student achievement was measured by the 2015-2016 Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) assessment in math and reading. The performance evaluation ratings in this study were based on the Framework for Teaching, designed by Charlotte Danielson. Archived data from the 2015-2016 school year was collected from the assistant superintendent and an online database. A Pearson correlation test was conducted to analyze the strength of the relationship between performance evaluation ratings and student achievement in math and reading. The analysis did not provide evidence of a significant relationship between performance evaluation ratings and math or reading. Recommendations for future research include replicating this study with other grade levels, subject areas, and school districts to determine generalizations to other settings.
Download or read book Opinions of Missouri Principals Regarding the Effectiveness of the Missouri Performance Based Teacher Evaluation System written by Tyler P. Shannon and published by . This book was released on 2010 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Administrators and Teachers Perceptions of the Efficacy of the Missouri Performance Based Teacher Evaluation Model written by Becky R. Killian and published by Proquest, UMI Dissertation Publishing. This book was released on 2011-09 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: Enjoy a wide range of dissertations and theses published from graduate schools and universities from around the world. Covering a wide range of academic topics, we are happy to increase overall global access to these works and make them available outside of traditional academic databases. These works are packaged and produced by BiblioLabs under license by ProQuest UMI. The description for these dissertations was produced by BiblioLabs and is in no way affiliated with, in connection with, or representative of the abstract meta-data associated with the dissertations published by ProQuest UMI. If you have any questions relating to this particular dissertation, you may contact BiblioLabs directly.
Download or read book Performance Based Teacher Evaluation in the State of Missouri written by Shirley Michaelis Schweitzer and published by . This book was released on 1990 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Teacher Salaries and Student Achievement in All Northwest Missouri School Districts and Missouri School Districts with Enrollments of Less Than 300 written by Corey Dean Vorthmann and published by . This book was released on 2004 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Policy Analysis of Missouri s Performance Based Teacher Evaluation Pilot written by Tammy Bunch and published by . This book was released on 2013 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: This policy analysis is designed to increase the understanding of Missouri's Performance Based Teacher Evaluation Pilot (PBTE). This policy analysis intended to identify the original intent of the Missouri Department of Elementary and Secondary Education with regard to the Missouri PBTE system. The purpose of the study was to explain the development of PBTE and hear the perceptions of elected officials, leaders in state-level governance, and leaders of public schools with respect to the impact the PBTE will have on public education in Missouri. While much research exists on best practice strategies for teacher evaluation, there is a deficit of knowledge regarding how and why Missouri developed their PBTE. The theoretical framework used to conduct this qualitative case study was policy theory. Policy theory is a means to understand the complex web of interactions and processes involved in developing policy (Fowler, 2008). The concepts, which served as the foundation for the study, were policy analysis, human resource management, commitment, practice, impact, and evaluation systems. This study is significant in that it will add to the literature about performance based teacher evaluation.
Download or read book A Comparison of Student Achievement Between Missouri Professional Learning Communities Project Participants and Non participants written by Chanda Long and published by . This book was released on 2008 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this non-experimental quantitative study was to suggest a response to the following research question: Is there a significant relationship between student scores on the Missouri Assessment Program (MAP) achievement test and the type of Missouri high school attended, PLC or NPLC? This study focused on two populations of high school students in the state of Missouri: those that were participants in the state's Professional Learning Communities Project (PLC) and those that were not participants in the state's Professional Learning Communities Project (NPLC). Both school populations were arranged in a typical ninth through twelfth grade configuration. The means and standard deviations for 2006 and 2007 eleventh grade communication arts Missouri Assessment Program (MAP) scores and tenth grade mathematics MAP scores were calculated for both populations of high schools. 2006 and 2007 MAP historical data for each student was obtained via the archives of the Office of Social and Economic Data Analysis (OSEDA) at the University of Missouri-Columbia. Using this retrieved database, a model was organized with the following variables: MAP scale score, type of school (PLC or NPLC), IEP status, free/reduced lunch status, and ethnicity. This study evaluated a null hypothesis relating student achievement and type of Missouri high school, PLC or NPLC, in four different contexts: (a) 2006 MAP Communication Arts, (b) 2007 MAP Communication Arts, (c) 2006 MAP Mathematics, and (d) 2007 MAP Mathematics. A significance level of .05 was used to accept or reject the null hypothesis. It was determined that there was no statistically significant relationship between student achievement and type of Missouri high school attended, PLC or NPLC, in three of the four contexts analyzed: (a) 2006 MAP Communication Arts, (b) 2007 MAP Communication Arts, and (c) 2006 MAP Mathematics. The fourth context, Null Hypothesis 4, was rejected because there was a statistically significant relationship between student performance on the 2007 MAP achievement test in Mathematics and type of Missouri high school, PLC or NPLC.
Download or read book Guidelines for Performance Based Teacher Evaluation written by Missouri. Department of Elementary and Secondary Education and published by . This book was released on 1999 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt:
