Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
A Qualitative Study Of Principal Perceptions Of Performance Evaluation In Ohio
Download A Qualitative Study Of Principal Perceptions Of Performance Evaluation In Ohio full books in PDF, epub, and Kindle. Read online A Qualitative Study Of Principal Perceptions Of Performance Evaluation In Ohio ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis A Qualitative Study of Principal Perceptions of Performance Evaluation in Ohio by : Brenda Harper
Download or read book A Qualitative Study of Principal Perceptions of Performance Evaluation in Ohio written by Brenda Harper and published by . This book was released on 2016 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study of a purposeful sample of women principals in Ohio was designed to examine principal perceptions regarding performance evaluation to understand the impact of the standardized framework on the capacity, renewal, growth and behaviors of principals. This study asked: 1. How does a purposeful sample of women principals leading in Ohio schools perceive the Ohio Principal Evaluation System? 2. What critical insights about the power dynamics involved in Ohio leadership performance evaluation can be gleaned from this sample? 3. How and in what ways does a sample of women principals believe that the Ohio Principal Evaluation System impacts their holistic leadership growth? 4. What power dynamics are involved in the performance evaluation of the sample group, and how do these dynamics impact their individual leadership? The perceptions of women principals were explored in order to understand the influence a male guided standardized performance evaluation framework has on their growth and development as leaders as well as to understand the power dynamics that surround performance evaluation practices. Assumptions held by the OPES system, part of a larger accountability driven framework, were critically examined. Critical commentaries emerged indicating that growth and development outcomes have not materialized for principals continuing to experience pressure to increase standardized assessment scores as the strongest indicator of student growth under the framework. Key themes were summarized as (a) emphasizing evidence; (b) translating to leadership; (c) constraining holistic leadership growth, wisdom leadership and renewal; (d) making of local decisions; and (e) experiencing power dynamics.
Book Synopsis Perceptions of the Principal Evaluation Process and Performance Criteria by : Christopher Casavant
Download or read book Perceptions of the Principal Evaluation Process and Performance Criteria written by Christopher Casavant and published by . This book was released on 2012 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Perceptions of Principal Instructional Leadership Practices on 8th Grade Ohio Achievement Assessment (OAA) by : Henry Pettiegrew (II)
Download or read book The Perceptions of Principal Instructional Leadership Practices on 8th Grade Ohio Achievement Assessment (OAA) written by Henry Pettiegrew (II) and published by . This book was released on 2013 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The purpose of this study was to identify the instructional leadership behaviors that distinguish effective suburban school in Northeast Ohio to reach conclusions about the contextual factors that influence the nature and exercise of the instructional leadership in schools. This research was conducted for the following purposes: (a) to determine if a significant relationship between principal self-perceived instructional leadership behavior and student performance, (b) to determine if a significant relationship between teacher perceived principal instructional leadership behavior and student performance, (c) to determine the extent principals' instructional leadership behavior scores, as perceived by principals, principal experience and student socioeconomic status (SES) explain the variance in student performance, (d) to determine the teachers' perceptions of principal instructional leadership behavior, teacher experience and student socioeconomic status (SES) explains the variance in student performance. This study followed a descriptive and comparative research design. A version of the Principal Instructional Management Rating Scale (PIMRS) developed by Hallinger (1984) was sent to 1,454 Ohio middle school principals and teachers, and 505 survey respondents were used. Results indicated that both principals and teachers perceive framing school goals as the most important instructional leadership behavior. Other results show that student socioeconomic status and framing schools goals were perceived to explain the variance in student performance in middle schools.
Book Synopsis Principals' Perceptions of the Teacher Selection Process by : Shawn N. Batterberry
Download or read book Principals' Perceptions of the Teacher Selection Process written by Shawn N. Batterberry and published by . This book was released on 1997 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Muted Expert by : Denitra D. Griffin
Download or read book The Muted Expert written by Denitra D. Griffin and published by . This book was released on 2016 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Principals are responsible for evaluating millions of teachers through a formal teacher evaluation process (US Department of Education, 2012a). Students' achievement relies on effective teachers (Danielson & McGreal, 2000; Darling-Hammond, 2015), and principals are expected to use teacher evaluation systems to accomplish that goal.
Book Synopsis The Muted Experience by : Denitra D. Griffin
Download or read book The Muted Experience written by Denitra D. Griffin and published by . This book was released on 2016 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study informs researchers, practitioners, and policymakers on the value of principals' perspectives as related to the development and implementation of teacher evaluation systems.
Book Synopsis Leading Professional Development by : Jeffrey T. Wise
Download or read book Leading Professional Development written by Jeffrey T. Wise and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to evaluate the perceptions of Ohio public high school principals regarding their roles as leaders of professional development and to identify the strategies they have undertaken to lead professional growth among their teachers. This study provides insights regarding the manner that principals perceive professional development in terms of the ways that they prioritize and execute these roles
Author :Journal of School Public Relations Publisher :Rowman & Littlefield ISBN 13 :1475825838 Total Pages :105 pages Book Rating :4.4/5 (758 download)
Book Synopsis Jspr Vol 36-N2 by : Journal of School Public Relations
Download or read book Jspr Vol 36-N2 written by Journal of School Public Relations and published by Rowman & Littlefield. This book was released on 2016-01-19 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Journal of School Public Relations is a quarterly publication providing research, analysis, case studies and descriptions of best practices in six critical areas of school administration: public relations, school and community relations, community education, communication, conflict management/resolution, and human resources management. Practitioners, policymakers, consultants and professors rely on the Journal for cutting-edge ideas and current knowledge. Articles are a blend of research and practice addressing contemporary issues ranging from passing bond referenda to building support for school programs to integrating modern information.
Book Synopsis A Principal Evaluation Program by : Stephen Arthur Robertson
Download or read book A Principal Evaluation Program written by Stephen Arthur Robertson and published by . This book was released on 2016 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this basic qualitative study was to describe how well the "promise" of Idaho's new model of performance evaluation of public school principals (IDAPA 121) compares with its actual impact on principals' reflective practice, professional development, and leadership practices. Research questions that shaped the study explored (a) the impact of the professional practice standards and student growth measure of IDAPA 121, and (b) what circumstances contributed most significantly to reflective practice and professional development of Idaho school principals. A review of the literature revealed five key themes and trends that shaped this study's research questions and methodology: (a) perceived problems with traditional principal evaluation before the federal Race to the Top and ESEA Waiver program; (b) the promise of a reformed principal evaluation system to improve school leadership, teaching and student learning; (c) best practice recommendations to provide a meaningful and impactful evaluation experience for principals; (d) criticisms of the new model of principal evaluations; and (e) what the literature does and does not tell us about principal evaluation and its effect on reflective practice, professional development and leadership behaviors and practices. Data were collected through semi-structured interviews of ten active public school principals from two large, suburban Idaho school districts. Five participants were elementary level principals and five were middle school principals. Data analysis revealed four major findings: 1. Participants experienced evaluation under IDAPA 121 as a perfunctory, isolated end of year event that had no meaningful impact on their reflective practice, professional development or leadership practice. 2. The student growth component of IDAPA 121, and the prospect of being evaluated partly on student growth had no impact on the participants' leadership focus or practices. 3. Participants believe that policy makers and the school policy related to their performance evaluation are out of touch with what happens in schools. 4. Participants had clear ideas for improving the system so principals would experience more meaningful reflective practice and professional development. A number of possible explanations for these findings are explored. These include (a) operational issues with implementation of IDAPA 121, and (b) deeper, more substantive issues that raise questions about the viability of using standards-based evaluations to drive effective professional development, and possible conflicts between IDAPA 121's summative and formative objectives. Recommendations for possible policy changes and further research conclude this study.
Book Synopsis A Study of Principals' and Teachers' Perceptions of and Attitudes Toward the Evaluation of Teachers by : Michael Andrew Lower
Download or read book A Study of Principals' and Teachers' Perceptions of and Attitudes Toward the Evaluation of Teachers written by Michael Andrew Lower and published by . This book was released on 1987 with total page 606 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: 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.
Book Synopsis The Collaborative Project by : Patrick C. Miller
Download or read book The Collaborative Project written by Patrick C. Miller and published by . This book was released on 2011 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Collaborative Project (CP) began as a pilot project in five low-wealth, rural school districts in North Carolina in August, 2007. The Project included a performance incentive initiative for teachers and administrators along with a professional development component and a set of after-school programs for underachieving students. The pilot phase continued for three years. The objective of this study was to document and examine principals' perceptions of the performance incentive initiative to determine the challenges and successes encountered during the development and implementation of the program The researcher utilized a qualitative interview process to collect data. The participants in the study were principals from the participating districts who had served in their positions for two or more years of the performance incentive program. Every eligible principal consented to be interviewed for this study with the exception of the principals in the researcher's district, who were excluded from the study because of the researcher's role as superintendent of the district. The principals' responses were analyzed and tables were constructed to show the main types of responses for each question, the number of principals who voiced each type of response, and short quotes illustrating each type of response. For triangulation purposes, the results were compared with survey data from a June, 2009 evaluation completed by the Carolina Institute for Public Policy. Overall, the majority of the principals interviewed believed the student achievement, professional development, and principal's evaluation components of the teacher performance incentive criteria helped their schools. The results of the study provided insight into some of the anomalies encountered by the CP leadership during the development and implementation of this performance incentive program. For example, some principals noted instances of teachers of non-tested grades/subjects receiving more performance incentive for student achievement than some teachers of tested grades/subjects. The interview process revealed some unanticipated results not mentioned in the review of the literature, such as a quid pro quo between some principals and teachers. Therefore, this study may provide a significant contribution to the literature on the development and implementation of performance incentive programs.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 690 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Principal and Teacher Perceptions of Performance Evaluation and Professional Growth (PE/PG) System Implementation by : Ian M. Mette
Download or read book Principal and Teacher Perceptions of Performance Evaluation and Professional Growth (PE/PG) System Implementation written by Ian M. Mette and published by . This book was released on 2019 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of the Pennsylvania Framework for Leadership by : Nicole M. Harvey
Download or read book A Study of the Pennsylvania Framework for Leadership written by Nicole M. Harvey and published by . This book was released on 2017 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of principals in a suburban southeastern Pennsylvania county regarding the Framework for Leadership evaluation process. This explanatory sequential mixed-methods multiple case study was designed to explore and explain the relationship among the collection of evidence, the providing of feedback, and the principal's perception of the Framework for Leadership. The Framework for Leadership was first implemented during the 2014-2015 school year, and to date there is no existing research on the extent to which it is improving principal practice. Improved principal practices lead to increased student achievement. The first phase of the study included quantitative data collected from 40 principals via an electronic survey questionnaire about how they perceive the evaluation process through the use of a published survey, the Teacher Evaluation Profile (TEP). The TEP is designed to better understand teachers' experiences with the evaluation process and can be applied to principals' experiences with the evaluation process as well. Therefore, this study used a revised version of the TEP named the Principal Evaluation Profile (PEP). The second phase of the study included qualitative data collected from three school districts during focus group interviews. The three focus groups each contained two to three principals from the same district and consisted of one group in each of the following areas: highest average perceptions of the evaluation process, lowest average perceptions of the evaluation process, and neutral average perceptions about the evaluation process. The qualitative data was used to further explain the quantitative data in order to study principal perceptions of the Framework for Leadership evaluation process.
Book Synopsis A Study of Highly Effective Ohio Public Elementary School Principals' Perceptions of Personal Instructional and Pedagogical Leadership by : Kristin L. Jones
Download or read book A Study of Highly Effective Ohio Public Elementary School Principals' Perceptions of Personal Instructional and Pedagogical Leadership written by Kristin L. Jones and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Investigation Into the Professional Development Needs of Urban Principals and Their Perceptions of the Potential of Online Professional Development by :
Download or read book An Investigation Into the Professional Development Needs of Urban Principals and Their Perceptions of the Potential of Online Professional Development written by and published by . This book was released on 2008 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research was a descriptive quantitative study which used the new Ohio Principal Standards and a literature matrix for the purpose of investigating the professional development needs of urban principals in the State of Ohio and their perceptions of the value of online professional development. This study focused on three research questions. 1. What are the professional development needs of practicing urban principals in Ohio? 2. What potential value do practicing urban principals see in the benefits of online learning experiences? 3. What potential value do urban principals see in an array of various online learning strategies? An electronic survey was sent to 493 urban principals in the eight largest urban school districts in the State of Ohio. Forty-nine surveys were completed. The survey instrument was tested for validity, reliability and usability. The conclusions of this study are: 1. Urban principals have multiple professional development needs which are consistent with the literature. 2. All respondents rated Importance mean scores higher than Proficiency on all survey items related to the elements of the Ohio Principal Standards. 3. The Ohio Standards for Principals, at least by the perception of urban principals and this researcher, accurately address the performance expectations for principals. 4. The lowest rated potential value of online learning dealt with collaboration and all of the online delivery items were rated in order from with collaborative methods being the lowest rated items. 5. The highest rated potential value of online professional development by urban principals was, Online learning provides access to professional development which might not otherwise be available. 6. The literature already describes the potential benefits of online learning, but it is evident from the data collected for research questions two and three that urban principals do not fully understand or see the potential value of online learning or the wide array of online delivery methods. The findings of this study hold implications for urban principals, urban school districts, institutions of higher education, providers of professional development, professional organizations and state education agencies on how to better meet the professional development needs of practicing urban principals utilizing online professional development.
Book Synopsis Perceptions of the Impact of the Performance Evaluation Reform Act on Principal Evaluation, Leadership, and Professional Development by : Jason E. Leahy
Download or read book Perceptions of the Impact of the Performance Evaluation Reform Act on Principal Evaluation, Leadership, and Professional Development written by Jason E. Leahy and published by . This book was released on 2018 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt:
