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Author : Ernesto Jr Alvarado
Publisher :
ISBN 13 :
Total Pages : 262 pages
Book Rating : 4.:/5 (876 download)
Download or read book A Study of Teacher and Administrator Perceptions of Administrator Best Practices written by Ernesto Jr Alvarado and published by . This book was released on 2002 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Christopher S. Harrington
Publisher :
ISBN 13 :
Total Pages : 113 pages
Book Rating : 4.:/5 (131 download)
Download or read book Teacher and Administrator Perceptions of the Instructional Best Practices and Supervision of Teachers of Online Courses written by Christopher S. Harrington and published by . This book was released on 2012 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of teachers and administrators relating to the best practices of online instruction and the supervision of teachers of online courses. Twenty-one secondary public school teachers who taught online courses and 10 public school administrators who were responsible for the supervision of teachers of online courses participated in this study. Data were collected through the use of online surveys as well as through face-to-face interviews with a limited number of teacher and administrators participants. The results suggested that the participating teachers and administrators agreed that organized class layout, clear instruction, frequent communication, and meaningful feedback on assessments were instructional best practices of online instruction. The results of the study also revealed that the teacher and administrator participants believed that supervisor support for professional development, communication facilitation strategies, and course design were needed to foster effective online instruction. Since this study was focused on only 3 particular public school districts in southeastern Pennsylvania, the perceptions of the participants of this study may not be generalized to all teachers and administrators involved with online instruction. However, the identified best practices of effective online instruction and supervision were largely supported by research and may prove beneficial to current and future professionals involved with online instruction and supervision.
Author : Van D. Mueller
Publisher :
ISBN 13 :
Total Pages : 578 pages
Book Rating : 4.3/5 (129 download)
Download or read book A Study of the Relationships Between Teacher Administrator Perceptions of Educational Quality as Measured by the Educational Characteristics Criterion, (ECC) and Selected Cost Factors written by Van D. Mueller and published by . This book was released on 1964 with total page 578 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Sabrina Stephens
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (133 download)
Download or read book School-Level Administrator and Teacher Perceptions of the Impact of Teacher Evaluations on Classroom Instruction written by Sabrina Stephens and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher evaluations have a substantial impact on student achievement. Students rely on their teachers to provide them with the necessary knowledge and skills to succeed in today’s ever- changing world. Teachers are required to meet the needs of every student and perform to the best of their ability. Administrators support and evaluate teachers to help them make important decisions about their instructional practices. The purpose of the current study explored teacher and administrator perceptions of teacher evaluation ratings and its impact on classroom instruction. The current study utilized the principle of personal mastery as it assessed the impact teacher evaluations have on teacher practices during classroom instruction. A qualitative research design was used to collect and analyze survey data from Georgia teachers and school-level administrators.
Author : Carole L. Hicks
Publisher :
ISBN 13 :
Total Pages : 114 pages
Book Rating : 4.:/5 (777 download)
Download or read book Teacher and Administrator Perceptions of Administrative Support in Schools written by Carole L. Hicks and published by . This book was released on 2011 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Michael K. Larson
Publisher :
ISBN 13 :
Total Pages : 426 pages
Book Rating : 4.5/5 (346 download)
Download or read book A Case Study of Administrator, Teacher, and Parent Perceptions and Usage of Infinite Campus at the Secondary Level written by Michael K. Larson and published by . This book was released on 2021 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has shown that parent involvement has been associated with positive academic outcomes, including but not limited to, increased academic performance, lower rates of retention/failure, increased self-regulatory behavior, higher social functioning, and reduced special education placements (Anderson & Minke, 2007; Scharton, 2019). The use of on-line data management systems has proliferated over the course of the past decade. Throughout the 1990s, computer technology rapidly expanded in United States public schools. Between 1996-1997, U.S. school districts had added 500,000 computers for administrative use (Darby & Hughes, 2005). The passage of No Child Left behind (NCLB) and Race to the Top bolstered the use of technology in U.S. schools. With an increased emphasis placed on school to home connection, technology-based Student Information Systems grew increasingly common (Hughes, 2005; Epstein, 2004). Student information systems provide teachers, parents, and students the ability to monitor relevant student data, include a portal for parents to access information about their students, offer reporting capabilities, manage student admissions, and provide modules for school staff. Additionally, they serve as a communication tool that connect school activity with interested parties (parents, teachers, and administrators). Commonly known examples of SIS include, but are not limited to; PowerSchool SIS, Skyward, Gradelink, Infinite Campus, and a host of others. Commonalities often include the posting of academic and attendance data to parents, and students ("Best K-12", 2020). School to home communication has been determined to play an influential role in student achievement (Anderson & Minke, 2007; Epstein, 2010; Henderson & Mapp, 2002; Scharton, 2019), however, few research studies exist examining the landscape of the Infinite Campus Parent Portal as a communication vehicle, along with the parent, teacher, and administrator perceptions of this informational systems. The purpose of this study is to understand the use of Infinite Campus and to determine the extent to which information posted therein inspires intervention (e.g., contact with school officials, academic support at home, etc.) Results from this study will provide schools/districts with a greater understanding of parent/guardian Infinite Campus usage patterns and present the District with an opportunity to further enhance their communication capacities.
Author : Dana J. Edwards
Publisher :
ISBN 13 :
Total Pages : 113 pages
Book Rating : 4.:/5 (131 download)
Download or read book Teacher and Administrator Perceptions of Danielson's Framework for Teaching Supervisory Process written by Dana J. Edwards and published by . This book was released on 2014 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined teachers' and administrators' perceptions of Danielson's Framework for Teaching supervisory process. Three suburban public school districts in southeastern Pennsylvania were the focus of this study. Teachers (48) and administrators (24) were questioned through online questionnaires with Likert-type scale statements, open-ended questions, and individual interviews. The research instruments enabled the researcher to focus on the following topics: (a) the benefits of Danielson's Framework for Teaching, (b) the impact of Danielson's Framework for Teaching, and (c) improvements that can be made to Danielson's Framework for Teaching. The findings of this study indicated that Danielson's Framework for Teaching is a supervisory process that encourages academic achievement and professional growth. Teachers and administrators reported being much more comfortable with this supervisory process when compared to those that were used previously. In addition, participants indicated the Framework provides for common language and objective components, which allow for professional discussion focused on student achievement and professional growth. An area of concern that was revealed in the study is the substantial time commitment required for the Framework to be implemented with fidelity in all schools with all professional staff. The Pennsylvania Department of Education piloted the new teacher evaluation system called the Teacher Effectiveness Project over three years starting with the 2010-2011 school year. Beginning with the 2013-2014 school year, the four domains indicated in Danielson's Framework for Teaching supervisory process account for 50% of each teacher's evaluation in the new system. With Danielson's Framework for Teaching being such a new process, teachers and administrators must understand the most recent research in this area to increase its effectiveness on student achievement and professional growth. However, further research is still needed in Pennsylvania to identify the Framework's strengths and weaknesses over time.
Author : Richard T. Rowley
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (142 download)
Download or read book A Survey of Literature to Determine Teacher and Administrator Perceptions of the Secondary School Administrators Role written by Richard T. Rowley and published by . This book was released on 1964 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Carmon Arquette (M.)
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (138 download)
Download or read book Administrators' Perceptions of Teachers' Instructional Practices and Influence on Student Learning and Engagement in Classrooms Utilizing the Comprehensive Instructional Program Versus Those that are Not written by Carmon Arquette (M.) and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: For years, the United States’ educational system has been in decline. Teachers from school divisions in the United States have searched to find or create an educational process to meet the government's high-stakes demands with each new mandate or act. These mandates created an environment in the educational realm where change was inevitable. School divisions had to choose the curriculum programs wisely, especially those in more rural parts of the country, as high-quality teachers were difficult to find, hire, and retain. One rural school division in Virginia created an instructional program, CIP, to help even the least experienced or most ineffective teachers to be successful. There was minimal literature related to the implementation of instructional programs and the perceptions by administrators of the programs, such as the CIP, and its influence on teachers’ instructional practices, students’ engagement, and learning. The purpose of this qualitative study was to explore rural southwest Virginia elementary school administrators' perceptions of how the CIP influenced instructional practices, students' learning, and engagement in classes using the CIP and in those not using the CIP. I collected data via online questionnaires from 23 administrator participants. Administrators perceived the CIP to be successful; however, they indicated there was more to student learning and engagement than an instructional program. Administrators in this study suggested other facets, such as student/teacher relationships, student/teacher interactions, learning environments, teachers’ experience, teacher and student enthusiasm, and motivation to teach or learn combined to help make any instructional program successful. The instructional program alone did not influence academic success.
Author : Sheila E. Sapp
Publisher : Scarecrow Press
ISBN 13 : 9780810837430
Total Pages : 116 pages
Book Rating : 4.8/5 (374 download)
Download or read book Guide to Best Practices for New School Administrators written by Sheila E. Sapp and published by Scarecrow Press. This book was released on 2000 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: As a new administrator, navigating through the maze of difficult responsibilities is daunting at best and nerve-wracking at worst. Sapp offers readers a guide to make the job less stressful. She provides a variety of activities for self-assessment and for creating opportunities for interaction among administrators, faculty, students, and parents. A must-read for all new school administrators and seasoned veterans looking to become more effective.
Author : Linda K. Lemasters
Publisher :
ISBN 13 : 9781885432414
Total Pages : 511 pages
Book Rating : 4.4/5 (324 download)
Download or read book At the Tipping Point written by Linda K. Lemasters and published by . This book was released on 2007 with total page 511 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Gladys Smith Moton
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (12 download)
Download or read book Teachers' and Administrators' Perceptions of a New Multi-measure Teacher Evaluation System in One Large Urban School District in Texas written by Gladys Smith Moton and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind (NCLB) Act, and Obama‘s Race to the Top (2009) policy charged districts with increasing academic achievement by improving teacher quality. The problem of teacher quality has plagued the public school system for decades. Stronge and Hindman (2005) suggest, we can greatly improve student achievement if we come to an understanding of what constitutes an effective teacher and then seek out those qualities and behaviors (p. 49). Districts are now compelled to take a closer look at teacher evaluation systems in order to measure teacher quality and effectiveness. Evaluation systems provide the impetus for informing teacher practice, as well as, potentially driving future staff development (Education, 2009). Many states are now requiring teacher ratings to be based on multiple measures of performance, with many states and districts electing to establish performance pay incentive parameters for meeting specific goals (Doherty & Jacobs, 2013). In the backdrop of this transitional educational landscape, at least one large urban school district in Texas embarked upon a project to improve its teacher evaluation system. The 2012-2013 school year marked the deployment of this district‘s newly implemented teacher evaluation system. This newly implemented teacher evaluation system aimed to address both teacher effectiveness and student growth. The purpose of this program evaluation was to: 1) examine teachers‘ and administrators‘ perceptions of the newly implemented teacher evaluation system within a large urban school district and its influence on instructional planning, classroom instruction and professional practice; 2) examine teachers‘ and administrators‘ perceptions regarding the training they received with the newly implemented evaluation system; and, 3) explore teachers‘ and administrators‘ perceptions regarding the newly implemented teacher evaluation system being tied to performance pay. A purposeful sampling of sixteen teachers and five principals from low-performing and high-performing elementary, middle, and high schools within one large urban school district were selected as participants for this study to gain multiple perspectives from teachers and administrators across various contexts. Participants were part of one of the district‘s feeder pattern schools who participated in the pilot year of implementation. Three teacher focus groups were conducted, and each of the five principals were interviewed one-on-one using semi-structured interviews. Transcribed audio recordings from principal interviews and teacher focus groups were coded inductively (Creswell, 2002) and analyzed for emerging themes using the constant comparison method (Glaser and Strauss,1967). Findings revealed teachers and administrators perceived the newly implemented teacher evaluation system to positively influence instructional planning by providing the focus and structure embedded in the Danielson‘s Framework for Teaching and assisting teachers in refining pedagogy. Additionally, both teachers and administrators reported the evaluation system influenced classroom instruction by promoting increased levels of student engagement and moving teachers from teacher-directed instruction to student-driven learning. Findings also revealed the evaluation system provides teachers and administrators opportunities for reflective practice through increased dialog and strengthened relationships. The teachers and administrators perceived some of the training to be overwhelming and confusing due to the large amount of content given at once. Lastly, findings revealed teachers and administrators question the fairness of tying student growth measures to teacher performance pay, and they are unclear about the process for determining teacher performance pay. Implications and recommendations for districts planning to implement new evaluation systems are included in this study. The recommendations include: developing a clear set of teaching standards rooted in best practices for effective teaching when adopting a new teacher evaluation system; assuring the evaluation process encourages frequent observations, goal setting, action planning, and teacher and administrator reflections to promote reflective and improved practice, increased dialog, and strengthened relationships; assuring district leadership across all levels are well-informed regarding the newly implemented teacher evaluation system and are equipped to explain processes and address concerns; forming a district-wide core training team to deliver district-wide professional development rather than relying solely on campus administrators to deliver turn-around training to teachers and other campus level administrators; and, scaffolding training in smaller segments to allow adult learners to synthesis and process information more deeply.
Author : Joy Davis Sheppard
Publisher :
ISBN 13 :
Total Pages : 67 pages
Book Rating : 4.:/5 (857 download)
Download or read book Perceptions of Teachers and Administrators Regarding the Teacher Evaluation Process written by Joy Davis Sheppard and published by . This book was released on 2013 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Teacher evaluations can be a tool for increasing teacher effectiveness and accountability if it is determined how evaluations can be best used. According to current literature, this is not the case. It is more pertinent than ever that administrators use evaluations to strengthen marginal teachers and further develop skills of teachers who are already proficient. However, few studies exist pertaining to teacher and administrator perceptions of teacher evaluation effectiveness and even fewer focus Georgia teacher evaluations. The purpose of this descriptive study was to investigate perceptions of the teacher evaluation process held by teachers and administrators in southeast Georgia so that improvements to the teacher evaluation process could be considered. Survey data were collected (277 teachers and 12 administrators) representing three rural school districts in southeast Georgia. Data collection tools included the Teacher Evaluation Profile for Teachers and Administrators. Both included questions that participants rated based on a Likert-type scale. In addition to the Likert-types questions, one-open ended question was included that allowed teachers and administrators to reflect upon the current process for teacher evaluation used in their systems. Findings from both the Likert-type response questions and the open-ended question were analyzed with comparative differences between the survey and the open-iiended response data. Data were analyzed by position (teacher and administrator). Responses on the survey questions were positive from both teachers and administrators. A large number of teachers (43.73%) indicated that the evaluation process in their system was average and that these evaluations had a strong impact on professional practices (20.15%). According to teachers, the strongest attribute of the evaluation process was that the feedback focused on the standards whereas administrators indicated that the timing of the feedback was the greatest attribute of the evaluation process. In addition, administrators believed that teacher evaluations have the greatest impact on student learning. This study demonstrated that both teachers and administrators are reasonably satisfied with the teacher evaluation process. This study resulted in limited findings that would indicate a complete overhaul of the evaluation process, but it suggests that minor changes could be made to enhance the overall usefulness of teacher evaluations.
Author : Mac D. Watters
Publisher :
ISBN 13 :
Total Pages : 260 pages
Book Rating : 4.:/5 (353 download)
Download or read book A Case Study Comparing Teacher and Administrator Perceptions and Beliefs Regarding Participatory Decision Making in the Downingtown Area School District written by Mac D. Watters and published by . This book was released on 1996 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Karen J. Swett
Publisher :
ISBN 13 :
Total Pages : 660 pages
Book Rating : 4.:/5 (173 download)
Download or read book Exploring the Relationship Between Christian School Teacher and Administrator Perceptions of Essential Leadership Characteristics and Practices and Their Perceptions of Success in Fulfilling the School's Mission written by Karen J. Swett and published by . This book was released on 2006 with total page 660 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : David L. Krause
Publisher :
ISBN 13 :
Total Pages : 80 pages
Book Rating : 4.:/5 (218 download)
Download or read book A Comparison of Administrator and Teacher Perception of Selected Effective Administrative Practices written by David L. Krause and published by . This book was released on 1989 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Neil Mercurius
Publisher :
ISBN 13 :
Total Pages : 34 pages
Book Rating : 4.:/5 (16 download)
Download or read book Teachers' Perception of Administrators Who Help Them Promote Learning written by Neil Mercurius and published by . This book was released on 2006 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to investigate teachers' perceptions of administrators' contribution to their teaching and learning by identifying those administrator attributes and behaviors that promote learning. The study incorporated individual studies by 10 doctoral students, in a doctoral research class project. Each researcher selected two teachers from a K-12 school. Six researchers chose elementary schools and six chose secondary schools. The 10 researchers designed the research and collected the data as described in the class assignment with interviews, self-anchoring scale, and a rank-order activity. The interviews followed a protocol of two sets of six open-ended questions; each participant's answers were audio taped during each session and the tapes were later transcribed and coded for themes. The study identified seven overarching themes: (1) positive support, personal regard--caring, (2) trust and respect--freedom, does not micromanage, (3) high work ethic, (4) leadership--provides direction, (5) integrity, (6) open mindedness, and (7) accessible and approachable. These themes emerged as attitudes and behaviors perceived by teachers as contributing to their teaching and learning. The study showed that good character promotes great leadership and administrators must constantly provide and support a positive environment to promote teaching and learning. In addition, the results indicate that teachers' performance in the classrooms is closely related to the administrators' support, trust, respect, high work ethic, and leadership. Generally, the participating teachers made more positive comments about administrators than negative and over 90% of the teachers viewed administrators positively; it is fair to say that administrators, in general, do promote learning. The following are appended: (1) Rank Order Activity; and (2) Self-Anchoring Scale. (Contains 2 tables and 1 figure.).
