Download or read book Teacher Evaluation in North Carolina written by Pamela H. Breedlove and published by . This book was released on 2011 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher evaluation has the potential to lead to improved instruction and professional growth, but, in practice, this potential is often unrealized. North Carolina has revised its teacher evaluation process to include many of the elements that are supported by research as necessary for effective teacher evaluation. The purpose of this study was to determine whether these changes have had any effect on teacher perceptions of evaluation as measured by specific questions on the North Carolina Teacher Working Conditions (TWC) Survey. These TWC Survey questions asked teachers whether they are held to high professional standards for delivering instruction, whether they receive feedback that can help them improve instruction, whether the procedures for teacher evaluation are consistent, whether they are encouraged to reflect on their own practice, and whether they are encouraged to try new things to improve instruction. The new teacher evaluation process in North Carolina was piloted in 2007-08 and then implemented in three phases beginning in the fall of 2008. Data from the 2008 and 2010 TWC Surveys were obtained from the North Carolina Professional Teaching Standards Commission. A series of dependent samples t tests was conducted to compare TWC Survey responses from a group of school districts in 2008, when they had not yet begun to use the new teacher evaluation process, to their responses in 2010 after almost two years of experience with the process. The results of the t tests yielded no significant differences. A series of independent samples t tests was conducted to compare responses from a set of districts that, at the time of the 2010 TWC Survey, had been using the new teacher evaluation process between two and three years to a set of districts that had not yet begun to use the new process and to the responses from the state as a whole. There was a small but significant positive difference in teacher perceptions in those LEAs that had the most experience with the new teacher evaluation process at the time of the 2010 TWC Survey.

Download or read book Teacher Perceptions of the Impact of the North Carolina Teacher Evaluation Process on Teacher Effectiveness Professional Growth and Attitudes Toward Teaching written by Kim H. Case and published by . This book was released on 2016 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study’s purpose was to examine teacher perceptions of the impact the North Carolina Teacher Evaluation Process (NCTEP) has on their professional growth, effectiveness, and attitudes toward teaching. Literature review reveals a longstanding interest in teacher evaluation for ensuring teacher quality and enhancing professional growth. Controversy exists in public and educational arenas as to how both purposes can be accomplished within a single evaluation system. -- North Carolina evaluation reforms have mirrored nationwide efforts to use teacher evaluation as a tool for improving teacher effectiveness. The incorporation of value-added measures (VAMs) into teachers’ summative ratings and implementation of the North Carolina Educator Evaluation System (NCEES) for online data collection were outcomes of North Carolina’s Race to the Top grant. -- In this study, teachers from a midsized school district in western North Carolina completed the Teacher Evaluation Profile (modified). This online survey identified correlations among key evaluation attributes and outcome ratings for overall quality of NCTEP, its impact on attitudes toward teaching, professional growth, and teacher effectiveness. Narrative responses were generated through survey comments and follow-up interviews. -- Findings from this study supported the conclusions that teacher perceptions of the impact of NCTEP on professional growth, teacher effectiveness, and attitudes toward teaching differed based on years of teaching experience and grade level taught at the time of the last evaluation. Teacher attributes did not show significant relationships to outcome ratings. -- Qualitative data indicated that teachers perceive that NCTEP does not include all aspects contributing to teacher performance. Teachers report that student factors such as motivation, attendance, behavior, and intellectual qualities should be taken into consideration in NCTEP.

Download or read book Teacher Perceptions of the North Carolina Educator Evaluation System and the Use of Value added Data as a Measure of Accountability written by April L. Conley and published by . This book was released on 2015 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This qualitative research study is a phenomenological exploration of teachers' understanding of and perceptions about the teacher evaluation process in North Carolina and the use of the North Carolina Educator Evaluation System (NCEES). Twenty-three teachers with varying years of experience and from six schools of varying demographics were interviewed about their knowledge and perceptions of each evaluation standard and were asked to provide examples of how they have used feedback from the evaluation process to inform their professional practices. Overall, participants had a limited understanding of the standards-based portion of the NCEES and of the value-added data component of the NCEES. Teachers received limited feedback from the evaluation process and were generally unable to provide examples of how they have been able to use feedback from the evaluation process to inform their professional practices. Teachers provided insight about the strengths and weaknesses of the NCEES and suggestions for improvement in the evaluation process and in the NCEES. As a result of the findings, implications for future teacher evaluation in North Carolina are discussed."--Abstract from author supplied metadata.

Download or read book A Study of Teacher Evaluation Criteria Processes and Outcomes in North Carolina and Tennessee written by Barbara Ann Faust Kuligowski and published by . This book was released on 1989 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of North Carolina Technology Teacher Evaluation Practices and Job Satisfaction written by Dean Anthony Olah and published by . This book was released on 2013 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Rural Principals and the North Carolina Teacher Evaluation Process written by Charles Avery Fuller and published by . This book was released on 2016 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Grounded Theory Exploration of the North Carolina Educator Evaluation System and Its Effects on Teaching Practices and Teacher Leadership written by Daniel A. Wydo and published by . This book was released on 2016 with total page 996 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of the recently implemented North Carolina Educator Evaluator System (NCEES) on teaching practices and teacher leadership in a mostly rural county in the Piedmont region of North Carolina. NCEES is designed to improve teaching practices and teacher leadership through performance-based standards. This mixed-methodology study began using grounded theory to form categories from qualitative data collected from piloted focus groups and interviews. Categories derived from the grounded theory analysis were refined in a secondary research method guided by a historical analysis of the processes related to teacher evaluation systems across many decades. The refined categories were then used to drive the primary research methods. A questionnaire was developed based on the refined categories; checked for construct, content, and item validity and reliability; and distributed as part of a survey process in the county under study. The questionnaire was designed using a Likert scale to measure teachers’ perceptions of the effects of NCEES on teaching practices and teacher leadership. The questionnaire also allowed teachers’ written responses on unstructured questions for which grounded theory was used to analyze. In order to triangulate, aggregate teacher ratings from NCEES were examined quantitatively to detect the effects of NCEES on teaching practices and teacher leadership. -- Ninety teachers and six administrators participated in the primary research and supplied substantive qualitative data. Quantitative data for the primary research were extracted online from the North Carolina Department of Public Instruction. -- The study found conflicting evidence of an overall effect of NCEES on teaching practices due to the inability of principals and teachers to identify specific improvements, conflicts in the quantitative and qualitative analysis of NCEES Teacher Survey, and conflicts within the distribution of teacher rankings across years and compared to three observed sources from the literature review. However, it was determined that teacher leadership had improved due to NCEES based on specific responses from principals and teachers across the Principal Interview process and NCEES Teacher Survey. Evidence was uncovered that indicated teachers primarily improved their teacher leadership roles within professional learning communities and school improvement activities.

Download or read book Teacher Evaluation written by Nancy B. Coble and published by . This book was released on 1994 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher and Student Evaluation written by Alyson Leah Lavigne and published by Routledge. This book was released on 2013-09-05 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Following the recent major school reform of Race to the Top, schools, teachers, and students are increasingly evaluated through high-stakes achievement test scores. In six concise chapters, Teacher and Student Evaluation explores the historical rise and modern landscape of accountability in American education, and the current models of teacher evaluation. The authors provide realistic and useful suggestions for responding to current accountability demands. The authors explore the methodological concerns and policy implications of using value-added and observational measures to make high-stakes decisions. After reaching the conclusion that these contemporary evaluation practices are flawed, Alyson Lavigne and Thomas Good offer possible solutions that inform current and future teacher evaluation. This book is a valuable resource for students of educational assessment as well as policy makers, administrators, and teachers who are currently building accountability plans. The book is written in an accessible but authoritative fashion that practitioners, policymakers, and scholars will find useful.

Download or read book Report to State Evaluation Committee on Teacher Education on North Carolina State of the University of North Carolina at Raleigh written by North Carolina. Department of Public Instruction. Division of Professional Services. Visitation Committee and published by . This book was released on 1964 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Progress Report to the 1963 General Assembly by the North Carolina Experimental Program of Teacher Merit Pay written by North Carolina. Department of Public Instruction and published by . This book was released on 1962 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Interrater reliability among elementary principals using the North Carolina Teacher Evaluation Process written by Sharon Ann Mazurek and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Legal Aspects of Teacher Evaluation written by Mary Thorne Nantz and published by . This book was released on 1985 with total page 504 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Evaluation of an Eastern North Carolina Beginning Teacher Program written by Lisa Ireland Peele and published by . This book was released on 2016 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Improving Educator Evaluation in North Carolina written by Kimberly Simmons (WCU graduate student) and published by . This book was released on 2016 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Evaluation as a Means for Teacher Improvement written by Pamela B. Beaver and published by . This book was released on 1986 with total page 526 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Evaluation Policy written by Daniel Linden Duke and published by SUNY Press. This book was released on 1995-01-01 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the beginning of the school reform movement in the early 1980's, various efforts have been made to improve teacher evaluation. Most of the initial efforts were designed to promote greater accountability. They were characterized by research-based performance standards, sophisticated classroom observation procedures, and extensive training. More recently, the focus of teacher evaluation has been expanded to include provisions for professional development. Supporters of this trend have argued that accountability-based evaluation diminishes in value as teachers gain experience and expertise. Teacher Evaluation Policy presents case studies describing how new teacher evaluation policies have been created. The contributors go behind the scenes to examine the complex negotiations between politicians and special interest groups that accompany policy making. They identify the public and the private agendas guiding decision makers. What emerges is a vivid portrait of professionals and politicians grappling over the control of education. Accounts include the formulation of teacher evaluation policy in North Carolina, Louisiana, Connecticut, Washington State, and Great Britain.