District Response to Michigan's Teacher Evaluation Laws
Author: Kevin Mowrer
Publisher:
Published: 2014
Total Pages: 225
ISBN-13: 9781321353051
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Author: Kevin Mowrer
Publisher:
Published: 2014
Total Pages: 225
ISBN-13: 9781321353051
DOWNLOAD EBOOKAuthor:
Publisher:
Published: 2014
Total Pages: 382
ISBN-13:
DOWNLOAD EBOOK"Beginning in the mid-1990s, education policies regarding teacher evaluation have been designed under the assumption that increased accountability will result in higher levels of student achievement. No Child Left Behind (NCLB) legislation is the most well-known example of this philosophy at the national level. States around the country have adopted similar mentalities when developing state evaluation requirements. Michigan enacted a series a education reforms from 2009 through 2011 that increased the rigor and frequency of the evaluations that local districts needed to integrate within their evaluation programs. Aspects of the new laws included annual evaluations for all educators, easing of procedural steps to remove ineffective teachers, reduction of tenure protections, merit pay, and student growth being a required component of district models. How teachers in all settings have responded to these new requirements is an important question in assessing their effects on the professional behavior of educators. The purpose of this study was to determine the influence of state mandated evaluation requirements on school culture and instructional practices of teachers working in three successful public school districts in Mid-Michigan. The results of the research indicate that new state evaluation laws have generally influenced teachers. Teachers in the successful schools investigated have invested in professional development aimed to increase student assessment results on standardized tests and collaboratively use data to assess the effectiveness of their teaching practices. To a lesser extent, teachers have engaged in practices such as peer observation to improve their own instruction and replicate strategies that might increase student outcomes."--leaves 3-4.
Author: Bennett Herschel Litherland
Publisher:
Published: 1968
Total Pages: 432
ISBN-13:
DOWNLOAD EBOOKAuthor: Scott Moore
Publisher:
Published: 2017
Total Pages: 203
ISBN-13:
DOWNLOAD EBOOKThe purpose of this study was to identify how one district attempted to meet the need for greater accountability in the teacher evaluation process as mandated by law and to describe strategies that were employed by the district to ensure the integration of student achievement data. This research highlighted how a teacher evaluation instrument evolved over a 5-year period from 2011 to the end of the 2014–2015 school year. This qualitative, single-case study comprised examination of interview responses of 17 stakeholders including a former superintendent, technology director, two board of education members, three former principals, and ten teacher-leaders. Open-ended interview questions led to an objective understanding of the process of change and compliance with Michigan legislation, PA 102 (2011). Findings revealed a consensus of the meaning interpreted by the personal experience of the stakeholders about the integration of Danielson’s (1996) teacher evaluation rubric with a system that considered multiple measures of student achievement data. Multiple themes emerged in the analysis of stakeholders’ perceptions of the efforts in one Michigan school district to comply with a state-mandated teacher evaluation process. Paramount among the themes was that trust needed to be involved in the process of teacher evaluation for improvement to transpire. Principals’ leadership and collaboration among staff, union representatives, central office, and policy-makers was critical to successful implementation of the modified teacher evaluation process. Ownership felt by all stakeholders extended confidence for addressing continuing change and assured sustainability of the process.
Author: Michigan. Dept. of Education. Research, Evaluation and Assessment Services
Publisher:
Published: 1973
Total Pages: 60
ISBN-13:
DOWNLOAD EBOOKAuthor: Michigan. Dept. of Education. Research, Evaluation and Assessment Services
Publisher:
Published: 1973
Total Pages: 40
ISBN-13:
DOWNLOAD EBOOKAuthor: Velma Ruth Perkins Allen
Publisher:
Published: 1974
Total Pages: 494
ISBN-13:
DOWNLOAD EBOOKAuthor: Kelly Stephen Searl
Publisher:
Published: 1922
Total Pages: 520
ISBN-13:
DOWNLOAD EBOOKAuthor: Michigan. Department of Education
Publisher:
Published: 1974
Total Pages: 48
ISBN-13:
DOWNLOAD EBOOKAuthor: Michigan. State Advisory Council for Vocational Education
Publisher:
Published: 1976
Total Pages: 36
ISBN-13:
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