Principals' Perceptions of Selected Features of Teacher Evaluation Programs in Virginia Public Schools
Author: Helen Randolph Stiff
Publisher:
Published: 1986
Total Pages: 540
ISBN-13:
DOWNLOAD EBOOKRead and Download eBook Full
Author: Helen Randolph Stiff
Publisher:
Published: 1986
Total Pages: 540
ISBN-13:
DOWNLOAD EBOOKAuthor: Douglas Fulton
Publisher:
Published: 2020
Total Pages: 151
ISBN-13:
DOWNLOAD EBOOKTeacher evaluation systems have served to remove ineffective teachers and support teacher professional development. Even with changes in evaluation systems that incorporated student-growth measures, teacher evaluation systems are more likely to serve for teacher development than teacher removal. This qualitative study focused on teacher perceptions of one school's evaluation components in supporting teacher professional growth and student learning. The study broke the teachers into career level experience groups of novice, early career, and experienced. The required district/state evaluation components of goal conferences, classroom observations, and student-growth measures were selected for the study. The study also looked at the school practice of teacher-reflection in the evaluation system. Twenty-one teachers participated in focus group interviews designed to understand how teachers use goal-setting conferences, classroom observations, student-growth measures, and teacher reflection. Focus groups were designed to protect teacher anonymity and reduce bias in the study. The results revealed differences in how teachers value the evaluation components based on the teacher's experience level. At times teachers questioned the value of the evaluation system, goal meetings, classroom observations, and student-growth measures, yet teachers understood the need for the components in evaluations. Teachers requested more frequent observations and opportunities to review goals and professional practices. They also wanted fidelity in the evaluator the tools for the evaluation. Perceptual data identified teacher reflection emerged as the most influential component in improving teacher practices.
Author:
Publisher:
Published: 1997
Total Pages: 746
ISBN-13:
DOWNLOAD EBOOKAuthor: Cosimo Michael Renzi
Publisher:
Published: 1977
Total Pages: 354
ISBN-13:
DOWNLOAD EBOOKAuthor: Marcell Burchfield
Publisher:
Published: 1986
Total Pages: 550
ISBN-13:
DOWNLOAD EBOOKAuthor: Leslie Grant
Publisher: Routledge
Published: 2013-10-11
Total Pages: 161
ISBN-13: 1317926242
DOWNLOAD EBOOKThe first book in the James H. Stronge Research-to-Practice series focuses on improving student achievement through academic goal setting. It offers the tools and plan of action to use performance data to improve instructional practice and increase student achievement.
Author:
Publisher:
Published: 1989
Total Pages: 984
ISBN-13:
DOWNLOAD EBOOKAuthor: Michael Andrew Lower
Publisher:
Published: 1987
Total Pages: 606
ISBN-13:
DOWNLOAD EBOOKAbstract: There were two major objectives achieved in conducting this study. The first major objective was to provide an updated description of the teacher evaluation process in public school systems in the State of Ohio by determining the current perceptions and attitudes of principals and teachers toward the evaluation of teachers. Specifically, the following aspects of the teacher evaluation process were described and compared for principals and teachers--- the structure of the evaluation process, the criteria of the evaluation, the uses of evaluative information, principals' and teachers' attitudes toward the evaluation process, and the strengths and weaknesses of the evaluation process. This study also provided and compared principals' and teachers' actual and ideal perceptions about criteria of the evaluation and uses of evaluative information. In addition, the evaluative criteria and uses of evaluative information that principals and teachers perceived need to be utilized more in the teacher evaluation process were identified. The perceptions of principals and teachers were found to be different for a majority of areas surveyed. The second major objective in conducting this study was to provide an exploratory, empirical testing of the relationship of five important elements of the teacher evaluation process (the utilization of evaluation conferences, the manner in which evaluative goals are established, the use of teacher self-evaluation, the extent of evaluator training, and the use of multiple evaluators and/ or multiple sources of evaluative information) to five areas of professional concern about the teacher evaluation process or perceived areas of weakness of the teacher evaluation process (the adequacy of teacher input provided by the evaluation process, the technical quality of the evaluation, the fairness of the evaluation process, confidence in the evaluation process, and the usefulness of the evaluation process in improving teacher performance). Specifically here, the perceptions of respondents in the categories utilized were examined separately for principals and teachers to ascertain the perceived relationship of these five elements of the teacher evaluation process to the areas of concern about the teacher evaluation process or perceived areas of weakness of the teacher evaluation process. Teachers were found to be very much in agreement with theoretical relationships investigated, while principals were in agreement to a more limited extent. The information gleaned from achieving these two major objectives of the study should prove useful to a variety of educational audiences.
Author: Jennie Y. Jiang
Publisher: Consortium on Chicago School Research
Published: 2014-11-20
Total Pages: 24
ISBN-13: 9780989799485
DOWNLOAD EBOOKAs 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.