Download or read book Principals Perceptions of Teacher and Principal Evaluation written by Andrea Mary Brown and published by . This book was released on 1982 with total page 224 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 Principal Perceptions of Common Core State Standards and the Implications for Teacher Evaluation written by Carrie Underwood and published by . This book was released on 2014 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation describes a study assessing Twin Rivers Unified School District's school principals' attitudes towards various characteristics of teacher evaluation and compares perceptions among sub groups. Thirty-one building principals completed a survey which measured perceptions of four constructs of teacher evaluation that were selected from current educational theory: teacher evaluation should be founded in a partnership, differentiated for individuals, ongoing, and considerate of student learning outcomes. Principals were examined as sub groups according to gender, ethnicity, school culture, professional backgrounds, and years of experience. Descriptive statistics indicated that principals agreed that evaluation systems should be part of an ongoing cycle. Might teacher evaluation be an opportunity to view a teacher's performance from a growth mindset? This mixed-methods study used survey data and interview data at a Northern California school district, to explore the following questions: 1. Which of the following or combination of variables are significantly related regarding principal perceptions about teacher evaluation for Common Core? o Gender o Professional Background o Age o Years as a principal o Ethnicity o School Climate 2. What are the perceived factors already impacting teacher evaluations by school site principals that relate to CCSS and do they transfer? 3. What are the perceived changes (by principals) that teacher evaluation must undergo in light of Common Core implementation? The quantitative findings for Question 1 did not have a significant correlation between principal perceptions and variables on the survey. Questions 2 and 3, in a qualitative study, provided an opportunity to view principal perceptions of teacher evaluation through the lenses of Systems Theory (focusing on Bronfenbrenner's (1979) Ecology of Human Development Theory), Universal Design for Learning Theory, Appreciative Inquiry Theory, and Transformational Leadership Theory. The theories formulated from qualitative data, showed illustration of support that could lead to growth oriented teacher evaluation via: 1. The removal of barriers for principals as they evaluate teachers. For example, more time for principals to provide focused support for teachers and a non-punitive evaluation. 2. Change to current evaluation models by implementing a more growth-oriented evaluation process and principals leading with a multi-faceted leadership style. This study concludes with policy and future research recommendations.
Download or read book Principals Perceptions of Teacher Evaluation Practices in an Urban School District written by Shana N. Henry Barton and published by . This book was released on 2010 with total page 298 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 Effective Teacher Evaluation written by Kenneth D. Peterson and published by Corwin Press. This book was released on 2005-11-30 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Enrich the quality of teaching and learning in your school with meaningful teacher evaluations! This is the essential guide for principals who want to improve the teacher evaluation process, develop highly qualified teachers, and improve student achievement levels in their schools. This "hands-on," practical handbook provides principals with specific strategies, including: Using the best objective evidence available Putting the teacher at the center of the process Using multiple data sources which vary by individual teacher Incorporating student achievement data Inspiring ongoing teacher reflection and analysis
Download or read book Principals Perceptions Concerning Teacher Evaluation in the State of Washington written by Victor Simon Ferguson and published by . This book was released on 1981 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Improving Instruction Through Teacher Evaluation written by Christopher Clark and published by . This book was released on 2019 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent decades, changes to federal and state accountability policy and related teacher evaluation systems occurred in the United States with minimal input from two of the largest groups of stakeholders impacted: principals and teachers. For this case study, I explored principals' and teachers' perceptions of their experiences with the Texas Teacher Evaluation and Support System (T-TESS), specifically the role of leadership practices and use of the evaluation rubric as a policy tool within an evaluation process. The study took place at one elementary school. Teachers perceived the evaluation process as carrying out its intended purpose of improving instruction through professional growth. Principals and teachers viewed the teacher evaluation system and the teacher evaluation rubric, a policy tool designed to facilitate and inform the processes and practices used to improve instruction in their districts and schools, as effective. Important district-level decisions also impacted how principals and teachers perceived the T-TESS. District-level decisions included policy related to frequency of required observations, methods of including student performance data, decisions related whether to issue a single rating or multiple ratings, and evaluation of specialized teachers. School-based leadership behaviors and practices were also found to influence teachers' perceptions related to the effectiveness of teacher evaluation which included a focus on school culture, leadership style employed, evaluation training, and use of the evaluation rubric. The findings of this study have implications for policy decisions, district-leadership decisions, and school-based leadership practice related to teacher evaluation, both in Texas as well as the nation.
Download or read book Principals Perceptions of Teacher Evaluation Processes and Instruments written by William Harold Carpenter and published by . This book was released on 1998 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Influences on Principal Evaluations of Teacher Performance written by Thomas Dodd and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Colorado Senate Bill 10-191, the Great Teachers and Leaders Bill (SB 191) passed in 2010 in support of the U.S. Department of Education's Race to the Top program and No Child Left Behind Act, mandated increased teacher and principal accountability by affirming improved teacher evaluation will advance K-12 schooling. As a result, the 27,000-student Pioneer Valley School District (PVSD) in Colorado initiated a new evaluation protocol weighting 50% of teacher and principal summative performance ratings on professional practice using a new instrument called the 5 Dimensions+ Teacher Evaluation Rubric (5D+), and 50% on student achievement data using a PVSD-created value-added model (VAM). Because school principals evaluate teachers this paper uses an embedded case study and Ajzen's Theory of Planned Behavior (2006) as the conceptual framework to simultaneously consider how attitude toward a behavior (behavioral beliefs), social pressure (normative beliefs), and behavioral controls (control beliefs) influence principals' decisions when evaluating teachers within the context of conflicting social forces and the collegial interactions which may contribute to or challenge relational trust and the status quo. While the content of teacher evaluations written by building principals is typically invisible to outsiders due to the confidential nature of personnel files, the ramifications of evaluation decisions are keenly felt by school and district insiders, embedded in the broader educational environment, and inherently multilevel. The purpose of this study then is to build an analytical hypothesis using descriptive data from in-depth interviews and document analysis to examine principals' perceptions, interpretations, and actions in the context of teacher evaluation that can be refined and tested in future empirical research.
Download or read book Principals Perceptions of Selected Features of Teacher Evaluation Programs in Virginia Public Schools written by Helen Randolph Stiff and published by . This book was released on 1986 with total page 540 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Principals Perceptions of Mandated Teacher Evaluation written by Jenise M. Cardinal-Donnelly and published by . This book was released on 2015 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher and Principal Perceptions of a New Evaluation Program for Teachers written by Ruth Shannon Finnegan (Ph.D.) and published by . This book was released on 2016 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ability to evaluate teachers accurately is indispensable for both the development of effective teachers and for student achievement. In this era of accountability, it is important school districts develop evaluation systems that comply with the propriety, utility, feasibility, and accuracy standards of the Joint Committee on Standards for Educational Evaluations. This study focused on a process evaluation of a new teacher evaluation program. While previous studies have been conducted from the teachers or the evaluators perspectives, this study examined both perspectives. More than 1,500 teachers and 41 principals were invited to complete an online instrument modified from surveys conducted by Hopkins and Stronge. Of concern to the teachers and principals was the accuracy of the new evaluation program, they did not see the value and validity of using SLOs to improve teaching practices to increase learning, and teachers slightly favored using the professional practices component more than the SLO component of the evaluation. Using SLO data in teacher evaluation is an unknown dynamic for teachers; therefore, school administrators need to understand how teachers perceive this change as it relates to teacher support of the new evaluation process. If districts are to safeguard the fidelity, implementation, and sustainability of new evaluation programs for teachers, districts must acknowledge the influence teacher perceptions have on endorsing implementation efforts toward change. Teachers' perceptions toward adjusting instructional practices to align with the standards and criteria of new evaluation programs can either hinder or ensure program implementation.
Download or read book Principals Perceptions of the Massachusetts Educator Evaluation System written by Sheila A. Muir and published by . This book was released on 2016 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study investigated principals' perceptions of the effects of the 2011 Massachusetts Educator Evaluation System on teacher growth and development, principals' capacity to support teacher growth and development, and principal-teacher relationships. Participants were eleven elementary level public school principals who are the sole evaluators of teachers in their schools. The study was guided by the following three research questions: 1. How do principals perceive the Massachusetts Educator Evaluation System as supporting teacher growth and development, in theory and as they have experienced it? 2. How do principals perceive the effect of the Massachusetts Educator Evaluation System on their ability, capacity and opportunity to effectively support their teachers' development? 3. How do principals perceive the effect of the Massachusetts Educator Evaluation System on the development and maintenance of trusting relationships between principals and teachers as they have experienced it? The findings of this study suggest that the Massachusetts Educator Evaluation System provides some benefits to the growth and development of teachers and to principals in supporting that growth and development. Additionally, the study revealed some aspects of the System that principals perceived to be challenging to implement effectively, and some aspects that principals perceived to be detrimental to teacher growth and development.
Download or read book A Study of Secondary School Principals Perceptions Regarding Current Teacher Evaluation Procedures in Three Midwestern States written by Beth A. Saiki-Olsen and published by . This book was released on 1996 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Teachers and Principals Toward Teacher Evaluation by Principals in Tennessee Public Secondary Schools written by Timothy R. Setterlund and published by . This book was released on 1989 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Principals Perceptions of the Effectiveness of Teacher Evaluation Processes in Responding to Poor Performance written by Diane M. Niederriter and published by . This book was released on 2003 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:
