Download or read book Teacher Perceptions of Current Evaluation Practices Utilized for Job Performance written by Steven E. Kolden and published by . This book was released on 1996 with total page 578 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effective Supervision written by Laura Sloan and published by . This book was released on 2015 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the implementation of a two-way feedback system between teachers and school administrators in order to better understand how teachers perceive the influence of feedback on their job satisfaction, as well as in their decision to stay in teaching or leave the profession. Research has shown that teacher attrition negatively impacts schools and students (NCTAF, 2007) and teachers have expectations for the support they receive from their administrators (Roberson & Roberson, 2009). Therefore, it is vital that school administrators learn more about the factors that influence teacher job satisfaction in order to combat the issue of teacher attrition. According to a study by the National Commission on Teaching and America's Future (NCTAF) in 2003, nearly 1,000 teachers were leaving the profession every day for reasons other than retirement (NCTAF, 2003). Ingersoll (2004) found that a significant number of those teachers reported leaving because they received inadequate support from school administration. The goal of the study under investigation here was to learn from participants their perceptions on how feedback influenced their job satisfaction and decision to stay or leave the profession of teaching. The teachers in this study identified the value of both evaluation and supervision on their job satisfaction. A lack of either consistent evaluation or compassion in the delivery of evaluations had a negative impact on the teachers' feelings about their work. Supervision that was supportive and coaching in nature positively influenced job satisfaction, whereas supervision that was too data-driven was a frustration for the teachers. This mixed-methods study used a phenomenological case study approach to examine a two-way feedback system; the data was collected through interviews with teachers and principals, observations of interactions between teachers and administrators, a survey of a larger sampling of teachers, and a review of human resources documents pertaining to attrition rates and exit interviews. This approach allowed for future and present administrators to learn from the perceptions of current teachers and administrators, as well as those teachers who have chosen to leave the school.
Download or read book Teacher and Administrator Perceptions of the Effectiveness of Current Teacher Evaluation Practices and the Impact of the New Illinois Performance Evaluation Reform Act of 2010 PERA written by Christina R. Heyde and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Perceptions of Student Growth Measures in Performance Evaluation written by Ryan Curtis Most and published by . This book was released on 2019 with total page 291 pages. Available in PDF, EPUB and Kindle. Book excerpt: The accountability measures for schools originally outlined in the No Child Left Behind (NCLB) legislation established links between student and teacher performance. Race to the Top (RttT) initiatives and waivers for the original Elementary and Secondary Education Act (ESEA) legislation required these links be used for teacher accountability in the form of including student growth measures, value-added measures, or student achievement data into teacher performance evaluations. While the most recent renewal of ESEA, referred to as the Every Student Succeeds Act (ESSA), has removed this inclusion as a requirement, the language of ESSA still encourages the use for merit pay and compensation measures. While the intent is clear, to hold teachers accountable and hopefully, improve practice, the question occurs, how do teachers perceive these reforms? This qualitative narrative multiple case study examined those perceptions through the lived experiences of six core content teachers from a large mid-western middle school whose district has adopted an evaluation tool and process that allows for student growth measures to be included in a summative performance evaluation score. Through interviews, narratives, and shared artifacts, participants contributed to the understanding of the phenomenon. Each participant was treated as a separate case, and their in-depth interviews and responses to narrative prompts were analyzed using the three-dimensional narrative inquiry space. Cross-case analysis was used to analyze individual cases with the intent to identify similarities and differences across multiple cases. The results were used to answer the research question: How do teachers perceive the use of student growth measures in evaluations used for performance evaluation for intermediate grades teachers at an urban mid-western middle school?
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 The Case for Commitment to Teacher Growth written by Richard J. Stiggins and published by State University of New York Press. This book was released on 1988-04-20 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most evaluations of teacher performance are brief, superficial, pro forma affairs involving a few moments of classroom observation every year or two followed by the completion of required evaluation forms. Not surprisingly, much of what has been written about teacher evaluation over the past decade reflects the dissatisfaction of teachers, the frustration of administrators, and the confusion of all parties as to the proper purposes for and methods of teacher evaluation. In this long-awaited book, Richard J. Stiggins and Daniel L. Duke approach teacher evaluation from a positive perspective. They present the results of three unique studies from over a three-year period, designed to uncover the inherent problems in current evaluation practices and find potential solutions to those problems. Relying on ethnographic case study methodology, Study One focuses on the procedures and concerns in the teacher evaluation systems of four school districts, uncovering barriers to teacher growth. Study Two also relies on case study methodology to highlight the keys to success for a few teachers who experienced significant professional growth as a result of a good-quality evaluation event. Study Three uses an instrument—the Teacher Evaluation Profile—to explore and analyze the evaluation experiences of over 400 teachers. The result is a book that gives a clear insight into the important attributes of positive growth-producing evaluation events. Implications of these studies for future teacher evaluation programs in terms of research, policy, and practice are also included in this valuable resource book. The topic is very timely. The significance if this work is that the effort begins linking staff development participation to teacher evaluation.
Download or read book Teacher Evaluation to Enhance Professional Practice written by Charlotte Danielson and published by ASCD. This book was released on 2000 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identifies some of the problems with many teacher evaluation systems, presents a rationale for teacher evaluation, and describes a structural framework for designing an effective evaluation system for beginning and tenured teachers.
Download or read book Teacher Evaluation written by Anthony J. Shinkfield and published by Springer Science & Business Media. This book was released on 1995-11-30 with total page 434 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 Teacher Perceptions of the Impact of an Evaluation System on Classroom Instructional Practices written by Erika Donahue and published by . This book was released on 2014 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Effects of Student Performance Assessment Outcomes as a Criterion in the Teacher Evaluation Process written by Samuel Maldonado and published by . This book was released on 2014 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: The teacher evaluation processes and practices utilized in American public schools serving kindergarten through high school students have undergone continual alterations since the early 1880's. In 2001, the reauthorization of the Elementary and Secondary Education Act, now known as the No Child Left Behind Act, spurred the development and implementation of comprehensive public school accountability systems based on student academic performance measures. This national legislative initiative has brought to the forefront a renewed push for changes in traditional teacher evaluation systems which align individual teacher efforts with student performance outcomes (Stronge, Ward, Tucker, & Hindman, 2007). According to federal documents, in 2013, 30 states required student performance as a measure in teacher performance evaluations. Among these states, 20 require student performance outcomes to be a "significant or the most significant factor in judging teacher performance" (ESEA, 2012). Consequently states and local education agencies (LEAs) developed and employed varying evaluation approaches to document and measure the effects of individual teacher efforts on student performance. The utilization of pre- and post- student assessment measures has been a feature of such evaluative attempts to connect teaching with student outcomes and to determine the value of the teacher's effort. One such evaluative approach has evolved as value-added model (VAM). In spite of its widespread utility in American school system, the validity, fairness and sustainability of VAMs in teacher has been questioned by leading scholars in the field and vigorously challenged by teachers and organized teacher organizations and unions. Therefore, the purpose of this case study is to examine the effects of inclusion of value-added methods in the teacher evaluation process, and to acquire information to broaden our understandings of the complexities involved in the application of student performance outcomes to evaluate individual teacher performance. The research questions guiding this study are: (1) According to teacher perceptions, how does the inclusion of a student academic performance measure in the teacher evaluation process influence teacher's instructional and non-instructional behavior? (2) Are there measurable differences between elementary and secondary teachers in their perceptions of how a student performance measure in the teacher evaluation process influences teacher instructional and non-instructional behavior? (3) According to teacher perceptions, will students' academic performance on state assessments improve due to the inclusion of student performance outcomes in the teacher evaluation process?
Download or read book Teachers Perceptions of the Effectiveness of Performance Evaluation written by Ingrid Constable and published by . This book was released on 2003 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Evaluation in Practice written by Jennie Y. Jiang and published by Consortium on Chicago School Research. This book was released on 2014-11-20 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: As part of UChicago CCSR's ongoing study of Chicago Public Schools' new teacher evaluation system, this report looks at teacher and principal perceptions in the second year of implementation. It finds teachers and principals remain positive about the new evaluation system, though less so than in Year 1. This brief, a continuation of the work that began in Teacher Evaluation in Practice: Implementing Chicago's REACH Students, draws on survey data from more than 19,000 teachers and nearly 800 principals and assistant principals to measure their views of REACH (Recognizing Educators Advancing Chicago's Students). REACH replaced the previous checklist system, which rated nearly all teachers as excellent or superior and failed to provide much useful feedback for improving teacher practice.
Download or read book Perceptions of Teachers and Administrators Regarding the Teacher Evaluation Process written by Joy Davis Sheppard and published by . This book was released on 2013 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Teacher evaluations can be a tool for increasing teacher effectiveness and accountability if it is determined how evaluations can be best used. According to current literature, this is not the case. It is more pertinent than ever that administrators use evaluations to strengthen marginal teachers and further develop skills of teachers who are already proficient. However, few studies exist pertaining to teacher and administrator perceptions of teacher evaluation effectiveness and even fewer focus Georgia teacher evaluations. The purpose of this descriptive study was to investigate perceptions of the teacher evaluation process held by teachers and administrators in southeast Georgia so that improvements to the teacher evaluation process could be considered. Survey data were collected (277 teachers and 12 administrators) representing three rural school districts in southeast Georgia. Data collection tools included the Teacher Evaluation Profile for Teachers and Administrators. Both included questions that participants rated based on a Likert-type scale. In addition to the Likert-types questions, one-open ended question was included that allowed teachers and administrators to reflect upon the current process for teacher evaluation used in their systems. Findings from both the Likert-type response questions and the open-ended question were analyzed with comparative differences between the survey and the open-iiended response data. Data were analyzed by position (teacher and administrator). Responses on the survey questions were positive from both teachers and administrators. A large number of teachers (43.73%) indicated that the evaluation process in their system was average and that these evaluations had a strong impact on professional practices (20.15%). According to teachers, the strongest attribute of the evaluation process was that the feedback focused on the standards whereas administrators indicated that the timing of the feedback was the greatest attribute of the evaluation process. In addition, administrators believed that teacher evaluations have the greatest impact on student learning. This study demonstrated that both teachers and administrators are reasonably satisfied with the teacher evaluation process. This study resulted in limited findings that would indicate a complete overhaul of the evaluation process, but it suggests that minor changes could be made to enhance the overall usefulness of teacher evaluations.
Download or read book Everyone at the Table written by Ellen Behrstock-Sherratt and published by John Wiley & Sons. This book was released on 2013-05-01 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: A proven method for working with teachers to design better evaluations There is no magic formula for successfully designing a teacher evaluation system. However there is abundant evidence that suggests involving teachers in the process will reduce the likelihood of opposition, gridlock, and reform failure. Everyone at the Table provides materials to genuinely engage teachers in the evaluation process. The book is a research-based and field-tested practical guide for school leaders. With this resource, educators will have the tools they need to develop meaningful teacher evaluations. Offers a collaborative approach to designing teacher evaluations Includes a companion web-based resource, with video This research-based program outlines a solid plan for improving teacher effectiveness through evaluation reform.
Download or read book Teacher Evaluation written by Kenneth D. Peterson and published by Corwin. This book was released on 1995-08-03 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Features in this comprehensive guide and reference include chapters on using national standards, improved forms, and district-level principles, and developments in using pupil achievement data. Copyright © Libri GmbH. All rights reserved.
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:
