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Special Education Teacher And Administrator Perception Of The Teacher Evaluation Process In Western Pennsylvania
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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 and Administrator Perceptions Toward the Teacher Evaluation Within a Suburban School Disctrict in Pennsylvania by : Stephen A. Catrambone
Download or read book Teacher and Administrator Perceptions Toward the Teacher Evaluation Within a Suburban School Disctrict in Pennsylvania written by Stephen A. Catrambone and published by . This book was released on 2012 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to determine teacher and administrator perceptions toward the teacher evaluation process used within a suburban school district in Pennsylvania. Fifty-eight teachers (28 in elementary school, 9 in middle school, and 21 in high school) and seven administrators (5 principals and 2 assistant principals) participated in the questionnaire portion of the study. Individual interviews with 14 participants (9 teachers and 5 administrators) provided additional insight of their perceptions. Results of the study indicated that participants agreed overall that they deem their district's current evaluation process to be a quality experience. Data also revealed that participants suggested that communication, collaboration, and specific feedback were critical components to an effective teacher evaluation system. Results also indicated that results showed that while teachers see the process as mainly about teacher growth, administrators see the process as mainly about teacher accountability. As a result, teachers would like to continue with the current evaluation system, but administrators would like to see the process changed. The data also revealed that teachers believed the feedback they receive from administrators as average while administrators indicated that they believe the feedback they provide to teachers is very specific and detail oriented.
Book Synopsis Barriers to Improving the Effectiveness of Teacher Evaluation Methods as Perceived by Elementary Teachers and Elementary Administrators by : Mary Lou Michaels
Download or read book Barriers to Improving the Effectiveness of Teacher Evaluation Methods as Perceived by Elementary Teachers and Elementary Administrators written by Mary Lou Michaels and published by . This book was released on 2012 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to determine the perceptions of 329 public school elementary teachers and 20 public school elementary administrators with regard to the presence of barriers to improving the effectiveness of the teacher evaluation system in their Local Education Agency (LEA). The researcher was interested in uncovering similarities between barriers perceived by the participants with those discovered in teacher evaluation literature between 1950 and the present. To achieve this purpose, online surveys were completed by the elementary teachers and elementary administrators. The administrators were also interviewed to give them the opportunity to verbally expound on the topic of teacher evaluation. Survey and interview results were utilized to draw conclusions and to propose recommendations. The study was conducted at a time when Pennsylvania, and many other states across the nation, was concerned about the effectiveness of the methods by which teacher evaluation was conducted. The Pennsylvania Department of Education developed and piloted a new system for teacher evaluation with statewide implementation expected in the 2013-14 school year. Therefore, teacher evaluation was a high interest topic among Pennsylvania's educators. The results of this study indicated that the majority of teachers and administrators who participated believed the purpose for their LEA's teacher evaluation process was to provide feedback to teachers regarding their instructional practices and to identify areas of instruction that are in need of improvement. Overall, the participants perceived the value of their LEAs' teacher evaluation processes as excellent or good. The participants who did not rate the value of the process as excellent or good perceived the presence of barriers to the effectiveness of their LEAs' teacher evaluation systems. Lastly, the majority of the barriers perceived were the same or similar to the barriers that have been present in LEAs for at least the past 60 years.
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 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 Teachers' Perceptions of Their Experiences with the Pennsylvania Value-added Assessment System and Its Use in Teacher Evaluation by : Melissa F. Mealy
Download or read book Teachers' Perceptions of Their Experiences with the Pennsylvania Value-added Assessment System and Its Use in Teacher Evaluation written by Melissa F. Mealy and published by . This book was released on 2016 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to investigate teachers' perceptions of their experiences with the Pennsylvania Value-Added Assessment System (PVAAS) and its use in teacher evaluation. Participants were fourth through sixth grade regular education classroom teachers in five school districts in Central Pennsylvania. Thirty-one teachers participated in the survey portion of the study. The survey was comprised of multiple-choice, Likert scale, and open-ended questions. Additionally, five teachers participated in the interview portion of the study, which required them to answer eight interview questions. An examination of the data gathered revealed that participants had an overall negative perception of PVAAS. A majority of participants did not view themselves as having a thorough understanding of PVAAS and desired additional professional development on the system. In regard to PVAAS in teacher evaluation, a majority of participants were not supportive of the use of PVAAS as a measure in teacher evaluation expressing skepticism regarding the ability of PVAAS to adequately measure a teacher's contribution to student learning.
Author :Research for Action, Pennsylvania Clearinghouse for Education Research (PACER) Publisher : ISBN 13 : Total Pages :7 pages Book Rating :4.:/5 (16 download)
Book Synopsis Teacher Effectiveness by : Research for Action, Pennsylvania Clearinghouse for Education Research (PACER)
Download or read book Teacher Effectiveness written by Research for Action, Pennsylvania Clearinghouse for Education Research (PACER) and published by . This book was released on 2013 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: Act 82 of 2012 established new standards for Pennsylvania's teacher evaluation system, including the incorporation of student performance measures in ratings decisions. Since 2009, approximately 35 states have amended teacher evaluation systems, with student achievement playing an increasingly prominent role. This count includes neighboring states--such as New Jersey, New York, and Ohio--which base between 40 and 50 percent of teacher effectiveness ratings on student achievement. Changes to teacher evaluation policy have been motivated in large part by U.S. Department of Education's priorities, including the issuance of waivers from certain "No Child Left Behind" requirements. States receiving a waiver, including Pennsylvania, are required to "develop and implement teacher and principal evaluation and support systems that include student achievement growth as a factor." The nonpartisan Center on Education Policy reported that ten states amended their plans for a new teacher evaluation system due to the waiver policy alone.v Likewise, the Race to the Top (RTTT) competition emphasized teacher and principal evaluation systems based on student achievement. This policy brief provides a closer look at Pennsylvania's new teacher evaluation system and the efforts of the Pittsburgh Public Schools--the state's second-largest district and an early adopter of revised evaluation standards--to implement reforms. It concludes with implications for state policymakers, district leaders, and education stakeholders.
Author :Jennie Y. Jiang Publisher :Consortium on Chicago School Research ISBN 13 :9780989799485 Total Pages :24 pages Book Rating :4.7/5 (994 download)
Book Synopsis Teacher Evaluation in Practice by : Jennie Y. Jiang
Download or read book Teacher Evaluation in Practice written by Jennie Y. Jiang and published by Consortium on Chicago School Research. This book was released on 2014-11-20 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: As part of UChicago CCSR's ongoing study of Chicago Public Schools' new teacher evaluation system, this report looks at teacher and principal perceptions in the second year of implementation. It finds teachers and principals remain positive about the new evaluation system, though less so than in Year 1. This brief, a continuation of the work that began in Teacher Evaluation in Practice: Implementing Chicago's REACH Students, draws on survey data from more than 19,000 teachers and nearly 800 principals and assistant principals to measure their views of REACH (Recognizing Educators Advancing Chicago's Students). REACH replaced the previous checklist system, which rated nearly all teachers as excellent or superior and failed to provide much useful feedback for improving teacher practice.
Book Synopsis Perceptions of Teachers on Pennsylvania's Student Learning Objective Process in Teacher Evaluation by : Andrew S. Coonradt
Download or read book Perceptions of Teachers on Pennsylvania's Student Learning Objective Process in Teacher Evaluation written by Andrew S. Coonradt and published by . This book was released on 2017 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Investigating a Teacher Evaluation System by : Noelle A. Paufler
Download or read book Investigating a Teacher Evaluation System written by Noelle A. Paufler and published by . This book was released on 2014 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing public criticism of traditional teacher evaluation systems based largely on classroom observations has spurred an unprecedented shift in the debate surrounding educational accountability policies, specifically about the purposes for and measures used to evaluate teachers. In response to growing public demand and associated federal mandates, states have been prompted to design and implement teacher evaluation systems that use increasingly available, statistically complex models (i.e., value-added) intended to isolate and measure the effects of individual teachers on student academic growth over time. The purpose of this study was to examine the perceptions of school administrators and teachers within one of the largest school districts in the state of Arizona with regards to the design and implementation of a federally-supported, state policy-directed teacher evaluation system based on professional practice and value-added measures. While much research has been conducted on teacher evaluation, few studies have examined teacher evaluation systems in context to better understand the standards of effectiveness used by school administrators and teachers to measure system effectiveness. The perceptions of school administrators and teachers, considering their lived experiences as the subjects of the nation's new and improved teacher evaluation systems in context, must be better understood if state and federal policymakers are to also better recognize and understand the consequences (intended and unintended) associated with the design and implementation of these systems in practice.
Book Synopsis Teachers' Perceptions of the Pennsylvania System of School Assessment Test on Student Achievement, Instructional Practices, and School Climate by : Barry L. Flicker
Download or read book Teachers' Perceptions of the Pennsylvania System of School Assessment Test on Student Achievement, Instructional Practices, and School Climate written by Barry L. Flicker and published by . This book was released on 2005 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study analyzed the differences between teachers' perceptions of the influence of the Pennsylvania System of School Assessment (PSSA) test on student achievement, instructional practices and school climate. Eight fifth-grade teachers from two elementary schools in southeasterns Pennsylvania participated in the study. Supported by PSSA overall and performance level results, one elementary school was considering to be a high performing school and one a low performing school. The researcher administered a nationally recognized teacher survey accompanied by teacher interviews. PSSA test results in mathematics and reading from the years 2000-2004 were also analyzed. These findings may guide future research as administrators and teachers decide how to best implement and utilize PSSA test results to design constructive practices, improve student achievement, and provide a safe and nurturing environment for all students.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 Resources in Vocational Education by :
Download or read book Resources in Vocational Education written by and published by . This book was released on 1977 with total page 708 pages. Available in PDF, EPUB and Kindle. Book excerpt:
