Principals' Perceptions Concerning Teacher Evaluation in Nebraska Public Schools
Principals' Perceptions Concerning Teacher Evaluation in Nebraska Public Schools

Author: Trudy K. Clark

Publisher:

Published: 2014

Total Pages: 177

ISBN-13: 9781321407273

DOWNLOAD EBOOK

The results indicated Nebraska public school principals evaluated for teacher effectiveness and dismissed teachers identified as "ineffective" by administrators. The principals stated they could identify the effective teacher through the teacher evaluation instrument they used, using only classroom observations as the basis of the evaluation. Others indicated they used multiple measures.

Teacher Evaluation in Practice
Teacher Evaluation in Practice

Author: Jennie Y. Jiang

Publisher: Consortium on Chicago School Research

Published: 2014-11-20

Total Pages: 24

ISBN-13: 9780989799485

DOWNLOAD EBOOK

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.

Determining the Difference Between Nebraska Administrators' and Nebraska Secondary English Teachers' Perception of the Teacher Evaluation
Determining the Difference Between Nebraska Administrators' and Nebraska Secondary English Teachers' Perception of the Teacher Evaluation

Author: Michael S. Musil

Publisher:

Published: 2014

Total Pages: 158

ISBN-13: 9781321358452

DOWNLOAD EBOOK

Both groups of teachers and administrators responded by Likert scale to 42 online statements arranged by theme about their experiences regarding the teacher-evaluation process. Participants aggregated themselves by geography, school size, gender, experience, and socioeconomic status of students. Quantitative data was analyzed by t test with significance noted at (p