An Analysis of Programs for Evaluating Teachers for Tenure in Selected Michigan Public School Districts
Author: Bennett Herschel Litherland
Publisher:
Published: 1968
Total Pages: 432
ISBN-13:
DOWNLOAD EBOOKRead and Download eBook Full
Author: Bennett Herschel Litherland
Publisher:
Published: 1968
Total Pages: 432
ISBN-13:
DOWNLOAD EBOOKAuthor: Richard Harold Escott
Publisher:
Published: 1970
Total Pages: 308
ISBN-13:
DOWNLOAD EBOOKAuthor: Douglas Boyden Lund
Publisher:
Published: 1972
Total Pages: 396
ISBN-13:
DOWNLOAD EBOOKAuthor: David J. Maile
Publisher:
Published: 2003
Total Pages: 334
ISBN-13:
DOWNLOAD EBOOKAuthor: William F. Schaefer
Publisher:
Published: 1975
Total Pages: 352
ISBN-13:
DOWNLOAD EBOOKAuthor: William Wah
Publisher:
Published: 1980
Total Pages: 256
ISBN-13:
DOWNLOAD EBOOKAuthor: William W. Carmody
Publisher:
Published: 1976
Total Pages: 0
ISBN-13:
DOWNLOAD EBOOKAuthor: James R. Sanders
Publisher: Corwin Press
Published: 2005-11-28
Total Pages: 105
ISBN-13: 1452261083
DOWNLOAD EBOOKAchieve lasting educational benefits through masterfully administered school program evaluations! The annual process of evaluating school programs raises a legitimate question: how to implement quality program evaluations that will not drain a school′s resources, but instead help create a school culture that promotes inspired teaching and high academic achievement-and meets NCLB guidelines? In this updated edition of the bestselling text, authors James R. Sanders and Carolyn D. Sullins demonstrate how an effective program evaluation process can conserve resources while yielding substantial benefits for teachers, parents, students, and schools. This user-friendly resource provides concise yet comprehensive coverage of school program evaluation through a highly regarded five-step program. Illustrated by examples and case studies, this approach is designed to help educators develop competence and confidence in program evaluation. Both practicing and aspiring educators can learn to: Successfully manage logistical and scheduling problems Strategically approach school politics, ethical considerations, and interpersonal relations Comprehensively organize and analyze information regarding school programs Effectively respond to the No Child Left Behind Act Discover how to skillfully administer school evaluations that produce lasting educational results!
Author:
Publisher:
Published: 1965
Total Pages: 764
ISBN-13:
DOWNLOAD EBOOKAbstracts of dissertations and monographs in microform.
Author:
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.