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Perceptions Of Regular And Special Education Teachers And Administrators About The Process Of Teacher Evaluation
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Book Synopsis Perceptions of Regular and Special Education Teachers and Administrators about the Process of Teacher Evaluation by : Jon E. Rosell
Download or read book Perceptions of Regular and Special Education Teachers and Administrators about the Process of Teacher Evaluation written by Jon E. Rosell and published by . This book was released on 1990 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher and Administrator Perceptions Regarding Evaluation and Observation of Co-teachers by : Frances K. Garner
Download or read book Teacher and Administrator Perceptions Regarding Evaluation and Observation of Co-teachers written by Frances K. Garner and published by . This book was released on 2012 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined criteria by which administrators should observe and evaluate teachers engaged in co-teaching and examined administrator and teacher perceptions regarding the co-teacher observation and evaluation process. Seventy-five co-teachers and administrators from four southeastern Pennsylvania school districts provided the data for this study. Participants responded to Likert scale survey questions, open ended questions, and provided input during interviews. Results indicated that there are different responsibilities in the co-taught class than there are in the solo-taught class which should be reflected in an evaluation of a teacher's performance. Results also showed that there are specific criteria upon which regular education teachers and special education teachers should be evaluated which differ from the current evaluation system in Pennsylvania. Lastly, teachers and administrators disagreed on their perspective regarding whether co-teaching pairs should be observed together. This research could provide a basis for school districts to reassess the teacher evaluation systems employed for co-teachers.
Book Synopsis Perceived Relevance of Special Education Performance Indicators by : Tiffany Kristin Mrla
Download or read book Perceived Relevance of Special Education Performance Indicators written by Tiffany Kristin Mrla and published by . This book was released on 2016 with total page 894 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study was conducted to investigate the perceived relevance of using a teacher evaluation rubric with performance indicators specific to special education services in place of the standard rubric for teachers used in the State of Arkansas Teacher Excellence Support System (TESS). Through a multi-method approach, the perceptions of special education teachers and administrators regarding implementation of the current model, the significance of perceived differences in pedagogical factors, and potential barriers to effective implementation were identified. This was achieved through survey, interviews, and observations. Special education teachers and administrators in a given school district were sent a brief survey to attain general perceptions regarding the new teacher evaluation system. From the pool of survey respondents, a purposive sample identified special education teachers for interview and observation to further investigate perceptions of the current system, explore perceptions regarding the development of a rubric specific to special education standards, and to reflect on data obtained through the observation process using a modified rubric. The results of the survey, interview, and observation analyses indicate special education teachers do not perceive Arkansas TESS to be an effective measure of performance in the special education setting. Survey respondents agreed critical indicators specific to special education services are not addressed and a measure specific to special education would provide a more effective evaluation. Analysis of interviews indicated the value teachers hold in regards to the evaluation process, but also identified challenges to effective implementation of the current evaluation process for special education teachers. Specifically, the teachers discussed how the differences in competencies and practices impact the process, as well as their perception regarding administrator knowledge or experience regarding special education impacts validity. The teachers voiced opinions as to how a modified rubric or checklist, incorporating standards of special education pedagogy and practice, would increase the validity of the process, and provide value to the feedback provided to the teachers. Through the observation process, similar themes emerged which align with the context of the themes from the analysis of the interviews and survey data.
Book Synopsis Principals' Perceptions of Their Ability to Evaluate Special Education Teachers Using the 21st Century Professional Teaching Standards by : Megan Mimms
Download or read book Principals' Perceptions of Their Ability to Evaluate Special Education Teachers Using the 21st Century Professional Teaching Standards written by Megan Mimms and published by . This book was released on 2011 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: "There have been teacher evaluations in place throughout the history of education, yet teacher quality continues to be an issue. With difficulty in determining what constitutes a qualified special education teacher, evaluations have been challenging to use in an efficient and effective manner. The purpose of this research was to examine high school principals' perceptions of how the current 21st Century Professional Teaching Standards fit the various skills of special education teachers and how well prepared the principals were to evaluate special education teachers according to these standards. Ninety-six high school principals in North Carolina who were in the first phase of evaluating teachers using the 21st Century Professional Teaching Standards were surveyed. Six skill areas were included on the survey: classroom management practices, teaching strategies, inclusion facilitation, IEP development/implementation, transition planning/implementation and content knowledge. Significant differences between the skill areas were found, especially in the area of transition planning which was consistently viewed as an area of least preparation not fully addressed by the standards. Such differences were mirrored in comments made in the open-ended questions that indicated the need to have more training related to instructing students with the most severe disabilities. Principals who did receive professional development were more likely to feel prepared and indicate that the standards more adequately addressed the skill areas, although the differences were not statistically significant."--Abstract from author supplied metadata.
Book Synopsis Teachers' and Administrators' Perceptions of a New Multi-measure Teacher Evaluation System in One Large Urban School District in Texas by : Gladys Smith Moton
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.
Book Synopsis The New Handbook of Teacher Evaluation by : Jason Millman
Download or read book The New Handbook of Teacher Evaluation written by Jason Millman and published by Corwin Press. This book was released on 1990 with total page 453 pages. Available in PDF, EPUB and Kindle. Book excerpt: A worthy successor to 'The Handbook of Teacher Evaluation', this landmark volume is an important source of information for anyone concerned with teacher evaluation, training and development.
Book Synopsis Effective Teacher Evaluation by : Kenneth D. Peterson
Download or read book Effective Teacher Evaluation written by Kenneth D. Peterson and published by Corwin Press. This book was released on 2005-11-30 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Enrich the quality of teaching and learning in your school with meaningful teacher evaluations! This is the essential guide for principals who want to improve the teacher evaluation process, develop highly qualified teachers, and improve student achievement levels in their schools. This "hands-on," practical handbook provides principals with specific strategies, including: Using the best objective evidence available Putting the teacher at the center of the process Using multiple data sources which vary by individual teacher Incorporating student achievement data Inspiring ongoing teacher reflection and analysis
Book Synopsis Evaluation of Special Education Teachers by : Nancy Ann Hudson
Download or read book Evaluation of Special Education Teachers written by Nancy Ann Hudson and published by . This book was released on 1990 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Rethinking Teacher Supervision and Evaluation by : Kim Marshall
Download or read book Rethinking Teacher Supervision and Evaluation written by Kim Marshall and published by John Wiley & Sons. This book was released on 2009-10-30 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this important book, education expert Kim Marshall shows how to break away from the typical and often ineffective evaluation approaches in which principals use infrequent classroom visits or rely on standardized test scores to assess a teacher's performance. Marshall proposes a broader framework for supervision and evaluation that enlists teachers in improving the performance of all students. Emphasizing trust-building and teamwork, Marshall's innovative, four-part framework shifts the focus from periodically evaluating teaching to continuously analyzing learning. This book offers school principals a guide for implementing Marshall's framework and shows how to make frequent, informal classroom visits followed by candid feedback to each teacher; work with teacher teams to plan thoughtful curriculum units rather than focusing on individual lessons; get teachers as teams involved in low-stakes analysis of interim assessment results to fine-tune their teaching and help struggling students; and use compact rubrics for summative teacher evaluation. This vital resource also includes extensive tools and advice for managing time as well as ideas for using supervision and evaluation practices to foster teacher professional development.
Book Synopsis Evaluating Special Education Instructional Practices Using Observation Rubrics by : Janelle Lawson
Download or read book Evaluating Special Education Instructional Practices Using Observation Rubrics written by Janelle Lawson and published by . This book was released on 2015 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent federal grant programs and legislative initiatives have focused on improving measures of effective teaching within comprehensive teacher evaluation systems. While emerging research is contributing important information about the reliability and validity of evaluative measures as they apply to general educators, relatively little work has been done on the use of these same measures with special education teachers. What is unknown at present is who is best qualified to perform evaluations of special education teachers, especially when using one of the most common classroom performance measures: observation protocols. This study examined the rater reliability of school administrators--who do not possess expertise in the area of special education, and are typically responsible for conducting evaluations of special education teachers in the actual school setting--as raters of special education teachers' instructional practice. The study used a mixed method-design, which involved a quantitative analysis of administrator ratings using generalizability (G) theory. A qualitative analysis of participants' perceptions of their rating experience, as well as special education teachers' perceptions of the evaluation process, was performed using a phenomenological approach. Findings suggest that school administrators show promise as reliable raters even without formal training in special education, but school administrators need to engage in repeated classroom visits, be invested in the evaluation process, and be properly trained on any measure used for evaluative purposes.
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 Illinois Elementary Principals' Perceptions of the Teacher Evaluation Process of Special Education Teachers by :
Download or read book Illinois Elementary Principals' Perceptions of the Teacher Evaluation Process of Special Education Teachers written by and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' and Administrators' Perceptions of Teacher Evaluation by : Sherry R. Sutton
Download or read book Teachers' and Administrators' Perceptions of Teacher Evaluation written by Sherry R. Sutton and published by . This book was released on 2008 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Evaluating Teachers And Administrators by : George B. Redfern
Download or read book Evaluating Teachers And Administrators written by George B. Redfern and published by Routledge. This book was released on 2019-04-05 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stressing the importance of using evaluation as a means to improve teacher and administrator performance, Dr. Redfern provides a practical guide to conducting an evaluation and using its results. He thoroughly describes the anatomy of the evaluation process, outlines the materials needed, and covers such often-neglected topics as evaluation of substandard performance, assessment of the performance of administrators and supervisors, evaluation as an administrative tool in education management, and the potential pitfalls inherent in the evaluation process. The book closes with detailed suggestions for developing or revising programs for personnel evaluation.
Book Synopsis A Middle School Co-teaching Program Evaluation in One Suburban Midwestern School District by : Ashly M. McGinnis
Download or read book A Middle School Co-teaching Program Evaluation in One Suburban Midwestern School District written by Ashly M. McGinnis and published by . This book was released on 2018 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Middle school co-teachers and administrators offered information during focus groups, interviews, and surveys pertaining to co-teaching. Co-teaching in this study is defined as a special education teacher and a regular education teacher collaboratively providing instruction to a group of student with diverse learning needs. This qualitative program evaluation, conducted in a Midwestern suburban area, provides an analysis of middle school co-teaching with a focus on collaboration and professional development. The purpose of this study was to discover perceptions of middle school co-teaching from those at the front lines, including special education co-teachers, regular education co-teachers, and building administrators. The conceptual framework for this study was collaboration as defined by Friend and Cook (2013). Open and axial coding were used in the data analysis process. Findings indicated a lack of consistent and ongoing professional development, concerns with collaboration between co-teachers, and confusion with roles in co-teaching.
Book Synopsis Special Education Teacher and Administrator Perception of the Teacher Evaluation Process in Western Pennsylvania by : Amanda R. White
Download or read book Special Education Teacher and Administrator Perception of the Teacher Evaluation Process in Western Pennsylvania written by Amanda R. White and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Evaluation as a Growth Process by : Dianna Whitlock Ed.D.
Download or read book Teacher Evaluation as a Growth Process written by Dianna Whitlock Ed.D. and published by AuthorHouse. This book was released on 2020-05-17 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: While this book focuses on evaluation of teachers, it is actually a book about fostering professional growth and improvement. In our writings, we provide support for teacher evaluation as a growth exercise, and show how creating a feedback rich culture in a school nurtures this process. The underlying theme is that evaluation data be utilized to drive professional development and growth, leading to reduction of teacher attrition and improved learning for students. At the heart of this feedback rich culture is the observation and evaluation process. For evaluation to be an exercise in professional growth, data must be collected and reviewed with the teacher so the administrator can provide support with transparency. This culture also places an urgency on the teacher evaluation process that has been historically absent. We include practical tips for creating this culture and maximizing opportunities for feedback, and examine traditional methods of evaluation and why these fell short in giving meaningful feedback to teachers. We will share innovative trends in teacher evaluation, and how these can be utilized to drive teacher growth, ultimately leading to improved student achievement. As our nation faces a teacher shortage and increasing teacher attrition rate, it is more vital than ever to retain and develop those currently practicing in the classroom. We highlight a research study by the author of teachers who have been evaluated consistently over a three-year period. This is more than a how to book, with a list of how to best implement the teacher evaluation process in your school. Instead, it is a how book, with best practices from experienced administrators and research from experts in the field such as Charlotte Danielson, Harvey Silver, and Robert Marzano, to guide educators to make informed decisions about implementing and improving their evaluation processes to meet their district's needs.
