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A Study Of Teachers Perceptions Of The Evaluation Process
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Book Synopsis A Study of Teachers' Perceptions of the Evaluation Process by : Ziva Giliya
Download or read book A Study of Teachers' Perceptions of the Evaluation Process written by Ziva Giliya and published by . This book was released on 2006 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the methods, philosophies, implications and effects of the teacher evaluation process on individual teachers by studying Jewish day school teachers' experiences, perceptions, and opinions via an open-ended interview format. The research examined the relationship between the startegies and standards that Jewish day schools used to evaluate teachers.
Book Synopsis A Study of Teachers' Perceptions of the Summative Evaluation Process by : Laurie Sacknitz
Download or read book A Study of Teachers' Perceptions of the Summative Evaluation Process written by Laurie Sacknitz and published by . This book was released on 2005 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 A Study of Teachers' Perceptions of Two Teacher Evaluation Processes by : Dennis A. Carpenter
Download or read book A Study of Teachers' Perceptions of Two Teacher Evaluation Processes written by Dennis A. Carpenter and published by . This book was released on 1981 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis K-12 Online Teacher Perceptions of the Formal Evaluation Process and Its Impact on Instructional Practice by : Karla Johnson
Download or read book K-12 Online Teacher Perceptions of the Formal Evaluation Process and Its Impact on Instructional Practice written by Karla Johnson and published by . This book was released on 2020 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The adoption of online education has expanded access to education in the United States. This study aimed to provide evidence of online K-12 schools' impact on educational practice by examining the evaluation tools used to appraise K-12 online educators' instructional practices. The teachers' perceptions were also investigated to determine the teachers' evaluation process's effectiveness and usefulness. A modified version of the Framework for Teaching survey was administered to 48 certified K-12 online teachers and administrators from three cyber schools in Pennsylvania. Descriptive and inferential statistics were analyzed using JASP software. Most participants (80%) reported an understanding on how the evaluation model was utilized in their school. Teachers had a positive perception of the evaluation process, the instrument, and their support. This study proves that the teachers' evaluation tools used by K-12 online schools can positively impact teachers' professional development and demonstrate value to inform educational practice.
Book Synopsis Teachers' Perceptions of Evaluation by : David A. Finley
Download or read book Teachers' Perceptions of Evaluation written by David A. Finley and published by . This book was released on 1990 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perceptions of Evaluation and the Evaluation Process by : Cheryl Mehring-Orlowski
Download or read book Teachers' Perceptions of Evaluation and the Evaluation Process written by Cheryl Mehring-Orlowski and published by . This book was released on 1988 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions of the Virginia Evaluation Process by : Douglas Fulton
Download or read book Teacher Perceptions of the Virginia Evaluation Process written by Douglas Fulton and published by . This book was released on 2020 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher 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.
Book Synopsis Alternative Evaluation Process by : Linda Price-Barry
Download or read book Alternative Evaluation Process written by Linda Price-Barry and published by . This book was released on 2005 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of Teacher Perceptions of the Use of Student Growth Measures in Teacher Evaluation and Its Effect on School Culture by : Jennifer L. Slanger
Download or read book A Study of Teacher Perceptions of the Use of Student Growth Measures in Teacher Evaluation and Its Effect on School Culture written by Jennifer L. Slanger and published by . This book was released on 2014 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored teacher perceptions of the inclusion of student growth data into the teacher evaluation process and the relationship(s) these perceptions might have on school culture. A positive correlation (p
Book Synopsis Perceptions of Teachers and Administrators Regarding the Teacher Evaluation Process by : Joy Davis Sheppard
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.
Book Synopsis Teacher Evaluation in North Carolina by : Pamela H. Breedlove
Download or read book Teacher Evaluation in North Carolina written by Pamela H. Breedlove and published by . This book was released on 2011 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher evaluation has the potential to lead to improved instruction and professional growth, but, in practice, this potential is often unrealized. North Carolina has revised its teacher evaluation process to include many of the elements that are supported by research as necessary for effective teacher evaluation. The purpose of this study was to determine whether these changes have had any effect on teacher perceptions of evaluation as measured by specific questions on the North Carolina Teacher Working Conditions (TWC) Survey. These TWC Survey questions asked teachers whether they are held to high professional standards for delivering instruction, whether they receive feedback that can help them improve instruction, whether the procedures for teacher evaluation are consistent, whether they are encouraged to reflect on their own practice, and whether they are encouraged to try new things to improve instruction. The new teacher evaluation process in North Carolina was piloted in 2007-08 and then implemented in three phases beginning in the fall of 2008. Data from the 2008 and 2010 TWC Surveys were obtained from the North Carolina Professional Teaching Standards Commission. A series of dependent samples t tests was conducted to compare TWC Survey responses from a group of school districts in 2008, when they had not yet begun to use the new teacher evaluation process, to their responses in 2010 after almost two years of experience with the process. The results of the t tests yielded no significant differences. A series of independent samples t tests was conducted to compare responses from a set of districts that, at the time of the 2010 TWC Survey, had been using the new teacher evaluation process between two and three years to a set of districts that had not yet begun to use the new process and to the responses from the state as a whole. There was a small but significant positive difference in teacher perceptions in those LEAs that had the most experience with the new teacher evaluation process at the time of the 2010 TWC Survey.
Book Synopsis The College-level Educator's Perception of the Teacher Evaluation Process in a Postsecondary Pedagogical Setting by : Chastity Reno Duke
Download or read book The College-level Educator's Perception of the Teacher Evaluation Process in a Postsecondary Pedagogical Setting written by Chastity Reno Duke and published by . This book was released on 2009 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The purpose of this study was to determine college-level educators' perceptions of the teacher evaluation process, both in general and within individual departments, and to determine whether the teacher evaluation process impacts individual teaching strategies. Data were also examined to determine if there was a significant difference between the college-level educators' perceptions of the evaluation process overall as well as across specific departments. The participants who participated in this study were faculty members within a small postsecondary academic institution in northwest Florida. The total sample consisted of 39 participants out of a population of 45 potential participants. The participants completed the Teacher Evaluation Profile (TEP), a 46-item Likert-type scale questionnaire. The results of the data indicated, overall, that the participants of this study perceived the teacher evaluation process, both in general and within their specific departments, to be one of high quality. When data were examined overall, no significant difference was found between the college-level educators' perceptions of the teacher evaluation process in general and the educators' perceptions of the process as conducted within their specific departments. When data were analyzed across departments, no significant difference was found in the college-level educators' perceptions of the teacher evaluation process in general. However, a significant difference was found, across departments, in the college-level educators' perceptions of the teacher evaluation process as conducted by the educators' specific department heads. One department was found to be significantly less satisfied than five other departments on campus. Moreover, the majority of participants reported that the evaluation process had an average to low amount of impact on their individual instructional strategies.
Book Synopsis Improving Instruction Through Teacher Evaluation by : Christopher Clark
Download or read book Improving Instruction Through Teacher Evaluation written by Christopher Clark and published by . This book was released on 2019 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent decades, changes to federal and state accountability policy and related teacher evaluation systems occurred in the United States with minimal input from two of the largest groups of stakeholders impacted: principals and teachers. For this case study, I explored principals' and teachers' perceptions of their experiences with the Texas Teacher Evaluation and Support System (T-TESS), specifically the role of leadership practices and use of the evaluation rubric as a policy tool within an evaluation process. The study took place at one elementary school. Teachers perceived the evaluation process as carrying out its intended purpose of improving instruction through professional growth. Principals and teachers viewed the teacher evaluation system and the teacher evaluation rubric, a policy tool designed to facilitate and inform the processes and practices used to improve instruction in their districts and schools, as effective. Important district-level decisions also impacted how principals and teachers perceived the T-TESS. District-level decisions included policy related to frequency of required observations, methods of including student performance data, decisions related whether to issue a single rating or multiple ratings, and evaluation of specialized teachers. School-based leadership behaviors and practices were also found to influence teachers' perceptions related to the effectiveness of teacher evaluation which included a focus on school culture, leadership style employed, evaluation training, and use of the evaluation rubric. The findings of this study have implications for policy decisions, district-leadership decisions, and school-based leadership practice related to teacher evaluation, both in Texas as well as the nation.
Book Synopsis A Mixed Methods Study by : Felicia Michele Ulsh
Download or read book A Mixed Methods Study written by Felicia Michele Ulsh and published by . This book was released on 2017 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: The chief goal of the present study was to identify teachers' perceptions of the teacher effectiveness system in Pennsylvania. The purpose of this descriptive study was to investigate teachers' perceptions of the usefulness and effectiveness of the teacher evaluation process in southeastern Pennsylvania to determine if policymakers should consider making changes to the system. To support the decision-making process, it was necessary to obtain information from teachers about whether they believe the system is useful and effective. The researcher used an explanatory, sequential, mixed-methods research design. The qualitative design employed was a phenomenological approach, which is meant to explore the culture of a group of individuals. The methodology fit the researcher's mindset on the approach of the study. The researcher focused on individual teachers' perceptions and experiences within a public school district in Southeastern. The primary population and sample for participation in this study were teachers and teaching specialists. The responses identified common themes among teachers and teaching specialists. The study used a cross-sectional survey and face-to-face interviews. Because the researcher used the explanatory, sequential, mixed-methods model, the quantitative data preceded the qualitative data and established the framework for the creation of the interview questions. Surveys and interviews were then analyzed to find common topics and themes within the data. Based on the findings and results of the study, it was concluded that teachers perceive the teacher effectiveness system to be of good quality with strong components. However, changes could be made to the system's implementation to improve or enhance instructional practices within the classroom. Further study is required to determine how improvements could be made to the Teacher Evaluation System in Pennsylvania.
Book Synopsis Teachers' Perceptions of Their Supervisors' Feedback on Their Professional Growth and Collaboration Throughout the Teacher Evaluation Process by : Jennifer Miller
Download or read book Teachers' Perceptions of Their Supervisors' Feedback on Their Professional Growth and Collaboration Throughout the Teacher Evaluation Process written by Jennifer Miller and published by . This book was released on 2015 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study examined teachers' perceptions regarding the feedback provided by their supervisor on their instructional practice, the impact of the supervisory model on teachers' professional growth, and the teacher-supervisor relationship. The participants were teachers from a district in southeastern Pennsylvania. There were 61 teachers that participated in this study. A researcher-designed survey, with Likert-scale and open-ended questions, was used to collect data. This survey was approved by an experienced educator panel. To further investigate participants' perceptions, the researcher interviewed 12 teachers utilizing researcher-designed and experienced panel approved questions. The results of this study indicated that teachers perceived the dialogue component of the supervisory process to be valuable. The teachers, who took part in this study, found their most recent observational rating as an accurate representation of their performance. The perceptions of these teachers indicated that teachers valued the feedback from their supervisor because the feedback afforded an opportunity for self-reflection about their instruction or classroom environment. The results of this study also revealed that teacher-supervisor relationships varied for reasons beyond the supervision model in place. The data collected in this study may be helpful for administrators and teachers to analyze their current supervisory model and its subsequent impact on teachers and supervisors.
Book Synopsis Teacher Perceptions of the Impact of the North Carolina Teacher Evaluation Process on Teacher Effectiveness, Professional Growth, and Attitudes Toward Teaching by : Kim H. Case
Download or read book Teacher Perceptions of the Impact of the North Carolina Teacher Evaluation Process on Teacher Effectiveness, Professional Growth, and Attitudes Toward Teaching written by Kim H. Case and published by . This book was released on 2016 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study’s purpose was to examine teacher perceptions of the impact the North Carolina Teacher Evaluation Process (NCTEP) has on their professional growth, effectiveness, and attitudes toward teaching. Literature review reveals a longstanding interest in teacher evaluation for ensuring teacher quality and enhancing professional growth. Controversy exists in public and educational arenas as to how both purposes can be accomplished within a single evaluation system. -- North Carolina evaluation reforms have mirrored nationwide efforts to use teacher evaluation as a tool for improving teacher effectiveness. The incorporation of value-added measures (VAMs) into teachers’ summative ratings and implementation of the North Carolina Educator Evaluation System (NCEES) for online data collection were outcomes of North Carolina’s Race to the Top grant. -- In this study, teachers from a midsized school district in western North Carolina completed the Teacher Evaluation Profile (modified). This online survey identified correlations among key evaluation attributes and outcome ratings for overall quality of NCTEP, its impact on attitudes toward teaching, professional growth, and teacher effectiveness. Narrative responses were generated through survey comments and follow-up interviews. -- Findings from this study supported the conclusions that teacher perceptions of the impact of NCTEP on professional growth, teacher effectiveness, and attitudes toward teaching differed based on years of teaching experience and grade level taught at the time of the last evaluation. Teacher attributes did not show significant relationships to outcome ratings. -- Qualitative data indicated that teachers perceive that NCTEP does not include all aspects contributing to teacher performance. Teachers report that student factors such as motivation, attendance, behavior, and intellectual qualities should be taken into consideration in NCTEP.
