Download or read book Teacher Perceptions of a Standards based Performance Appraisal System written by Stephen C. O'Pry and published by . This book was released on 2011 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study, conducted with 121 first-year teachers from a single suburban Houston area school district, provided insight into two key research questions: (1) What are the perceptions of new teachers regarding the PDAS as it was implemented on their campus? (2) What factors contribute to the perceptions of new teachers regarding the PDAS as it was implemented on their campus? This study was conducted in two parts. The first part was an online survey consisting of 24 Likert 4-point items designed to elicit responses regarding the individual teachers' experience with the standards-based evaluation. These survey scores were then totaled and ranked to determine the top and bottom scoring participants. The extreme scoring respondents participated in individual interviews regarding the specific contributing factors behind their perceptions of the evaluation. Interview data were then read and phenomena were coded to develop broad themes and sub-themes of information that occurred during each interview. The theme and subtheme codes were then organized into charts to reveal patterns between the highest and lowest survey rank participants. These patterns were analyzed to reveal factors that contributed to the negative and positive perceptions. This study found that the value a teacher placed on the evaluation process was influenced by the principal. In addition, teachers who felt well-prepared and well-supported by their peers and their principal viewed the experience positively, and teachers also placed a higher value on the process when they felt they received meaningful and timely feedback and/or were provided opportunity for self-reflection. Finally, this study found that the relationship teachers have with principals is not always a factor in their perception of the PDAS process.
Download or read book Does Standards based Teacher Evaluation Improve Schools written by Joseph Albert Batchelor and published by . This book was released on 2008 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of the Impact of a Standards based Teacher Evaluation System Based on the Danielson Framework for Teaching Model on Teaching and Student Learning written by Gerald T. Schumacher and published by . This book was released on 2004 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Performance Based Assessment in 21st Century Teacher Education written by Winter, Kim K. and published by IGI Global. This book was released on 2019-03-01 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: Performance-based assessments can provide an adequate and more direct evaluation of teaching ability. As performance-based assessments become more prevalent in institutions across the United States, there is an opportunity to begin more closely analyzing the impact of standardized performance assessments and the relationship to variables such as success entering the workforce, program re-visioning for participating institutions, and the perceptions and efficacy of teacher candidates themselves. Performance-Based Assessment in 21st Century Teacher Education is a collection of innovative research that explores meaningful and engaging performance-based assessments and its applications and addresses larger issues of assessment including the importance of a balanced approach of assessing knowledge and skills. The book also offers tangible structures for making strong connections between theory and practice and offers advice on how these assessments are utilized as data sources related to preservice teacher performance. While highlighting topics including faculty engagement, online programs, and curriculum mapping, this book is ideally designed for educators, administrators, principals, school boards, professionals, researchers, faculty, and students.
Download or read book Student and Teacher Perceptions of Standards based Grading and Student Performance written by Terry W. Winton and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Evaluation written by Anthony J. Shinkfield and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher Evaluation: Guide to Professional Practice is organized around four dominant, interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models. The book draws heavily on research and development conducted by the Federally funded national Center for Research on Educational Accountability and Teacher Evaluation (CREATE). The reader will come to grasp the essence of sound teacher evaluation and will be able to apply its principles, facts, ideas, processes, and procedures. Finally, the book invites and assists school professionals and other readers to examine the latest developments in teacher evaluation.
Download or read book The Perceptions of Teachers and Administrators about the Teacher Performance Appraisal System DoDDS Germany written by Candace M. Ransing and published by . This book was released on 1987 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Evaluating What Good Teachers Do written by James Stronge and published by Routledge. This book was released on 2013-08-06 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is based on author James H. Stronge's 20-plus years of consulting with school districts and other educational organizations in designing, piloting, and training educators in the use of teacher-performance evaluation systems. Its primary purpose is to help both teachers and their evaluators collect more comprehensive and accurate assessment data for judging teacher effectiveness. The author provides field-tested teacher-evaluation systems based on performance standards which include data collection tools and performance appraisal rubrics.
Download or read book Exploring Teacher Perceptions Towards the Developmental Appraisal System written by G. Thakur and published by . This book was released on 2003 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers and Principals Perceptions of the Teacher Performance Appraisal System in Selected Schools written by Aldith McDaniel Jones and published by . This book was released on 2004 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Implementation Issues of a Standards Based Teacher Evaluation System written by Lisa Nixon and published by . This book was released on 2013 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed methods study was to determine the key implementation issues of a standards-based teacher evaluation system as perceived by campus administrators. The 80 campus administrators that participated in this study were from six public school districts located in southeastern Texas that serve students in grades Kindergarten through 12 th grade. This mixed methods study was conducted in two phases with the first phase consisting of an online survey instrument administered to campus administrators. The second phase of the study consisted of six individual, semi-structured interviews of participants with extreme scores from the survey. The data from the interviews were coded to determine overarching themes and subthemes. Collectively the quantitative data from the questionnaire and the qualitative data from the interviews revealed five major themes with regard to implementation issues of a standards-based teacher evaluation system as perceived by campus administrators. These themes included: time, ineffective teachers receiving high scores on the PDAS instrument, the format and design of the PDAS instrument, the misconception among teachers that 'Proficient' performance is bad, and no barriers to implementation. Quantitative analysis demonstrated that there was not a significant difference between the instructional level of the administrator and a campus administrator's perception of the PDAS teacher evaluation system. Quantitative analysis also found that the subject area background of the administrator did not influence a campus administrator's perception of the PDAS teacher evaluation system. Administrators in this study indicated the PDAS teacher evaluation system adequately accomplishes the purposes for which it was designed and that the teacher evaluation system has a moderate impact on teaching and classroom instruction at their school.
Download or read book The Perceptions of Elementary School Teachers Regarding Performance based Evaluations written by Melicety Wilcox-Deatherage and published by . This book was released on 2014 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: The development and implementation of an accurate teacher evaluation system continues to be a controversial topic in public education. Educational researchers study a variety of teacher evaluation systems searching for a fair and balanced method. Policy makers searching for an accurate form of evaluation believe that student achievement data should be included in teacher evaluations. Performance- Based evaluation was created in order to test the effectiveness of teachers and hold them accountable for student achievement, but questions continue to arise as to the validity of this evaluation method. This study examined the perceptions of elementary school teachers on performance-based evaluation. Four research questions were developed based on the components of performance-based evaluation. Nine interview questions were generated to investigate teacher perceptions of teacher evaluation and student achievement, sources of information for teacher evaluation, the accuracy of performance-based evaluation, and types of teacher incentives that may be included as part of performance-based evaluation. Four teachers, two of which currently participate in performance-based evaluations were interviewed. Their responses were coded to discover overarching themes and commonalities. Through the analysis of the responses, this researcher found that teachers are searching for a fair and balanced method of teacher evaluation and believe that performance-based evaluation could be the answer, if it is implemented correctly.
Download or read book Urban Teachers Perceptions of the Implementation of the Virginia Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers written by Bernadette Y. Smith (Ph.D.) and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: An emphasis has been placed on teacher evaluation to improve student achievement; therefore, states such as Virginia have had to revise their teacher evaluation systems. The most recent revisions in Virginia were implemented in 2012. A major component of the revision was the inclusion of student progress in teacher evaluation. Since the inclusion of student progress into teacher evaluation, teachers, and administrators have had to make adjustments in their practices and procedures related to teacher evaluation. Consequently, the purpose of this case study was to examine the perceptions of a sample of teachers regarding the implementation of the revised performance standards and evaluation criteria in 2012. The perceptions of a sample of secondary teachers in a small urban district were examined to identify factors that might influence their perceptions of the performance standards and related topics. The literature review outlined transformations that have occurred in education and their impact on teacher evaluation. Participants were comprised of 12 teachers who were interviewed using a semistructured format as the primary data source. Another source of data was the reviewing of documents. The findings also indicated that teachers possessed primarily positive perceptions of the performance standards in their current teacher evaluation system. Recommendations included on-going professional development (e.g., expanding grade levels for teachers), interviewing administrators, and determining their perceptions of the performance standards.
Download or read book Teacher Perceptions written by Susan L. DeNadai and published by . This book was released on 2011 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine teacher perceptions of the organizational change from a traditional grading and reporting system to a standards-based grading and reporting system. The study looked at the perceptions of (a) teachers at the elementary level who had been using a standards-based grading and reporting system for three years, (b) middle school teachers in fifth and sixth grade and related arts who had been using a standards-based grading and reporting system for one year, and (c) middle school teachers in seventh and eighth grade who could possibly be implementing a standards-based grading and reporting system in the future. Three research questions guided this qualitative study, and data were collected using three different instruments. Elementary teachers who participated completed a 14-question Likert-scale survey on their perceptions of standards-based grading and reporting after implementation. Middle school teachers of fifth and sixth grade, and related arts teachers that participated, completed a 16-item open-ended questionnaire that compared their responses to Fullan's (1993) Eight Lessons of Change. Additionally, middle school teachers of seventh and eighth grade who consented to participate in this study answered interview questions that focused on the possibility of implementation of standards-based grading and reporting in the coming school year. The results of this study suggested that participants agreed that a traditional grading system does not effectively communicate a student's level of achievement, and that a standards-based grading and reporting system could communicate more effectively individual student achievement. However, the participants agreed that the change to a standards-based grading and reporting system could be difficult and that the lack of an adequate computerized reporting system, a consistent rating scale, and time to design rubrics and common assessments could make it even harder.
Download or read book Standards based Teacher Evaluation as a Foundation for Knowledge and Skill based Pay written by Herbert G. Heneman (III) and published by . This book was released on 2006 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Multidisciplinary Perspectives on Teacher Evaluation written by Morgaen L. Donaldson and published by Routledge. This book was released on 2020-11-26 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the wake of national interest in teacher evaluation, this book examines what we have learned about how and whether teacher evaluation holds teachers accountable and improves their practice. Drawing on literature in psychology, economics, and sociology, this multi-disciplinary and multi-perspectival book explores teacher evaluation’s intended goals of development and accountability, as well as its unintended consequences, especially as they relate to equity. Blending theory from diverse disciplines with decades of research, this book provides new insights into how teacher evaluation has played out in schools across the United States and offers recommendations for research, policy, and practice in the years to come. Insights include how to embed teacher evaluation in a larger culture of continuous learning; rethinking assumptions on accountability and development aims; and highlighting the importance of equity in the design, implementation, and outcomes of teacher evaluation. Every chapter concludes with practical recommendations informed by theory and research to guide policymakers, researchers, and district and school leaders as they seek to understand, design, and implement better teacher evaluation systems.
Download or read book JSL Vol 28 N1 written by JOURNAL OF SCHOOL LEADERSHIP and published by Rowman & Littlefield. This book was released on 2018-03-06 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.
