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Author : Dina Brewer
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (134 download)
Download or read book Teacher perceptions of the teacher evaluation system in a large urban district written by Dina Brewer and published by . This book was released on 2022 with total page 0 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 : Bernadette Y. Smith (Ph.D.)
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (994 download)
Download or read book Urban Teachers' Perceptions of the Implementation of the Virginia Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers written by Bernadette Y. Smith (Ph.D.) and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: An emphasis has been placed on teacher evaluation to improve student achievement; therefore, states such as Virginia have had to revise their teacher evaluation systems. The most recent revisions in Virginia were implemented in 2012. A major component of the revision was the inclusion of student progress in teacher evaluation. Since the inclusion of student progress into teacher evaluation, teachers, and administrators have had to make adjustments in their practices and procedures related to teacher evaluation. Consequently, the purpose of this case study was to examine the perceptions of a sample of teachers regarding the implementation of the revised performance standards and evaluation criteria in 2012. The perceptions of a sample of secondary teachers in a small urban district were examined to identify factors that might influence their perceptions of the performance standards and related topics. The literature review outlined transformations that have occurred in education and their impact on teacher evaluation. Participants were comprised of 12 teachers who were interviewed using a semistructured format as the primary data source. Another source of data was the reviewing of documents. The findings also indicated that teachers possessed primarily positive perceptions of the performance standards in their current teacher evaluation system. Recommendations included on-going professional development (e.g., expanding grade levels for teachers), interviewing administrators, and determining their perceptions of the performance standards.
Author : Anthony J. Shinkfield
Publisher : Springer Science & Business Media
ISBN 13 : 9400917961
Total Pages : 406 pages
Book Rating : 4.4/5 (9 download)
Download or read book Teacher Evaluation written by Anthony J. Shinkfield and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher Evaluation: Guide to Professional Practice is organized around four dominant, interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models. The book draws heavily on research and development conducted by the Federally funded national Center for Research on Educational Accountability and Teacher Evaluation (CREATE). The reader will come to grasp the essence of sound teacher evaluation and will be able to apply its principles, facts, ideas, processes, and procedures. Finally, the book invites and assists school professionals and other readers to examine the latest developments in teacher evaluation.
Author : Tequilla Andrea Banks
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (11 download)
Download or read book Demographic Characteristics and Measures of Teacher Performance in Urban Schools written by Tequilla Andrea Banks and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Policy shifts over the last decade have resulted in an increased focus on teacher effectiveness as a key lever for increasing student academic outcomes. As a result, districts and states began overhauling their teacher evaluation systems to more accurately assess the performance of teachers. Many of these models included multiple measures that when combined, are believed to more accurately measure a teacher’s individual effectiveness. Because these models are being used to make human capital decisions, it is imperative that the models be examined for both their efficacy and lack of bias. Ultimately, this study examined two overarching themes: whether the teacher evaluation model utilized in one large urban district provides an accurate assessment of teacher quality and whether school and teacher characteristics are predictive of educator evaluation ratings. Essentially, the study was conducted to determine whether the teacher evaluation system being examined, accurately assesses the performance of all teachers despite their race and the unique characteristics of the schools where they serve. The data revealed that relationships existed between the three primary components of the teacher evaluation system being examined: classroom observations, student perceptions, and value-added, or growth scores, indicating that it was in fact an accurate method for assessing teacher performance. However, the study revealed relationships between the components of the model and characteristics of teachers and schools. School culture and poverty concentration were linked to teacher performance ratings. Results also showed that certain demographics, such as teacher race and school poverty concentration were in fact predictive of effectiveness ratings. The study found that some teacher and school characteristics did predict teacher performance. Implications resulting from the study should lead district leaders to consider how evaluation scores are interpreted for certain races of teachers, particularly when these teachers are serving in more challenging school environments (across-school variance) and serving at-risk populations of students (within-school variance). Additional analyses should be conducted to further investigate the unmitigated effects of these variables in influencing a teacher’s performance.
Author : Noelle A. Paufler
Publisher :
ISBN 13 :
Total Pages : 255 pages
Book Rating : 4.:/5 (91 download)
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.
Author : Carl D. Glickman
Publisher : ASCD
ISBN 13 : 0871205963
Total Pages : 153 pages
Book Rating : 4.8/5 (712 download)
Download or read book Leadership for Learning written by Carl D. Glickman and published by ASCD. This book was released on 2002 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a follow-up to his earlier book, Developmental Supervision, distinguished educator and author Carl D. Glickman provides instructional leaders--supervisors, principals, and teachers--with practical guidance and thoughtful insight to help them succeed as they work with teachers to improve classroom teaching and learning. In a straightforward and easy-to-read manner, Glickman discusses *Structures of classroom assistance--clinical supervision, peer coaching, critical friends, and action research groups; *Formats for observations--frameworks for teaching, open-ended questionnaires, samples of student work, and student achievement on high-stakes tests; and *Approaches to working directly with teachers--directive, collaborative, and nondirective. Scenarios that describe interactions with teachers of diverse backgrounds and skill levels bring the various approaches to life. The author also provides useful information on summative and formative evaluation of teachers. In addition to forms and examples that readers can duplicate or adapt to their own situation, the book includes an extensive list of resources on the topics of looking at student work, professional development and instructional leadership, and educators' ethnic, cultural, and personal diversity. Leadership for Learning goes beyond the basics of supervision to place the work of instructional leadership within the context of whole-school improvement. Drawing on his years of experience in working with schools in varied settings, Glickman offers both advice and inspiration to instructional leaders who strive toward the ultimate goal of providing the best possible classroom experience for every student.
Author : Douglas Fulton
Publisher :
ISBN 13 :
Total Pages : 151 pages
Book Rating : 4.:/5 (119 download)
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.
Author : Karen Shakman
Publisher :
ISBN 13 :
Total Pages : 57 pages
Book Rating : 4.:/5 (16 download)
Download or read book Teacher Evaluation and Professional Learning written by Karen Shakman and published by . This book was released on 2016 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: Policymakers and researchers increasingly recommend aligning educator evaluations and professional development to improve instruction and student learning. However, few empirical studies have examined the relationship between new educator evaluation systems and the professional development in which teachers engage following their evaluation. This study looked closely at one large urban district's educator evaluation system from May 2013 to May 2014. The study examined the written feedback evaluators provided to teachers who were rated less than proficient in one or more standards of effective teaching practice: curriculum, planning, and assessment (standard 1); teaching all students (standard 2); family and community engagement (standard 3); and professional culture (standard 4). The data for this study consisted of teacher characteristics and evaluation ratings, prescriptions, a district-administered teacher survey in which teachers reported on their professional activities related to each standard, and a small number of teacher and principal interviews. The following are the key findings from the study: (1) Teachers received prescriptions across all four standards, usually for one or two professional activities per prescription, and they received more prescriptions with professional practice activities than with professional development activities; (2) Teachers reported participating in more professional activities, including both professional development and professional practice activities, for instruction-based standards (standards 1 and 2) than for non-instruction-based standards (standards 3 and 4); (3) For all standards, less than 40 percent of teachers who responded to the survey participated in all the activities their evaluators prescribed. However, at least 75 percent of teachers who received a prescription for standard 1 (curriculum, planning, and assessment) or standard 2 (teaching all students) and responded to the survey reported participating in at least one professional activity that related to those standards. For standards 3 and 4, fewer teachers engaged in the prescribed activities, but many engaged in other types of professional activities, including professional development or professional practice activities, related to the standard; and (4) Of the teachers rated less than proficient who had received a prescription for standard 1 and then participated in any professional activities related to that standard, 64 percent received at least a proficient rating on a subsequent evaluation; 34 percent of the teachers with prescriptions for standard 1 who did not participate in related activities also raised their summative rating to proficient. Standard 1 was the only standard for which a statistically significant difference was detected in the subsequent evaluation of teachers who engaged in activities aligned to their prescriptions and those who did not. The percentage of teachers in the study group who received at least a proficient rating on their subsequent evaluation did not vary by whether they participated in the particular type of activity their evaluator prescribed. The following are appended: (1) Extended literature review; (2) Sample prescription; (3) Data and methodology; (4) Coding dictionary; (5) Supplementary tables; (6) Survey items; and (7) Interview protocols.
Author : Jane Ford-Brocato
Publisher :
ISBN 13 :
Total Pages : 162 pages
Book Rating : 4.:/5 (558 download)
Download or read book Teacher and Administrator Perceptions of Teacher Performance Evaluation Systems in Two Georgia Public Schooll Districts written by Jane Ford-Brocato and published by . This book was released on 2004 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Yazmin Perez
Publisher :
ISBN 13 :
Total Pages : 139 pages
Book Rating : 4.:/5 (13 download)
Download or read book Perception of Teachers in High and Low Performing Schools about the New York City Advance Evaluation System written by Yazmin Perez and published by . This book was released on 2017 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine teacher perception of the Advance Evaluation System and the difference between teachers in high performing and low performing schools. The essential core belief used to conduct this research is the notion that teacher effectiveness is a key factor in improving student outcomes. This was a quantitative study that included 100 elementary school teachers across grades K-5 in two New York City districts. The study focused on examining teacher perception of the Advance Evaluation System and the differences between teachers working in high performing schools and teachers working in low performing schools. The most essential conclusion of this study is that the practices of school leaders following an observation are important in relation to building teacher efficacy, increasing collaboration, and seeing the value in the feedback process. This study found that teachers in high performing schools demonstrated positive perception regarding the Advance evaluation system by agreeing or strongly agreeing with the survey statements more so than their counterpart-teachers in low performing schools. Teachers in high performing schools perceived that Advance has value in shifting teacher effectiveness through the process of collaboration, observation and feedback, and professional development opportunities, while their counterpart teachers in low performing schools disagreed or strongly disagreed. The most essential conclusion of this study is that the practices of a school leaders following an observation are important in relation to building teacher efficacy, increasing collaboration, and seeing the value in the feedback process.
Author : Gerald T. Schumacher
Publisher :
ISBN 13 :
Total Pages : 156 pages
Book Rating : 4.:/5 (89 download)
Download or read book Perceptions of the Impact of a Standards-based Teacher Evaluation System, Based on the Danielson Framework for Teaching Model, on Teaching and Student Learning written by Gerald T. Schumacher and published by . This book was released on 2004 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Marianne Margaret Webb Riddile
Publisher :
ISBN 13 :
Total Pages : 326 pages
Book Rating : 4.:/5 (826 download)
Download or read book Teachers' Perceptions of an Evaluation by Objectives Process in a Large Suburban School District written by Marianne Margaret Webb Riddile and published by . This book was released on 1981 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 : Dyanne L. Kerecman
Publisher :
ISBN 13 :
Total Pages : 242 pages
Book Rating : 4.:/5 (131 download)
Download or read book Educators' Perceptions of a New Teacher Evaluation System in One School District written by Dyanne L. Kerecman and published by . This book was released on 2006 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study investigated the impact of a new system of teacher supervision and evaluation in one suburban PK-12 school district. The study was conducted in two phases to analyze the perceptions of teachers and supervisors regarding the implementation of the new differentiated system and its impact on professional growth and the improvement of instruction.
Author : Joseph Albert Batchelor
Publisher :
ISBN 13 :
Total Pages : 196 pages
Book Rating : 4.:/5 (243 download)
Download or read book Does Standards-based Teacher Evaluation Improve Schools? written by Joseph Albert Batchelor and published by . This book was released on 2008 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Thomas Kane
Publisher : John Wiley & Sons
ISBN 13 : 1118837185
Total Pages : 604 pages
Book Rating : 4.1/5 (188 download)
Download or read book Designing Teacher Evaluation Systems written by Thomas Kane and published by John Wiley & Sons. This book was released on 2014-06-03 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt: WHAT IS EFFECTIVE TEACHING? It’s not enough to say “I know it when I see it” – not when we’re expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET) project represents a groundbreaking effort to find out what works in the classroom. With funding by the Bill & Melinda Gates Foundation, the MET project brought together leading academics, education groups, and 3,000 teachers to study teaching and learning from every angle. Its reports on student surveys, observations, and other measures have shaped policy and practice at multiple levels. This book shares the latest lessons from the MET project. With 15 original studies, some of the field’s most preeminent experts tap the MET project’s unprecedented collection of data to offer new insights on evaluation methods and the current state of teaching in our schools. As feedback and evaluation methods evolve rapidly across the country, Designing Teacher Evaluation Systems is a must read and timely resource for those working on this critical task. PRAISE FOR DESIGNING TEACHER EVALUATION SYSTEMS “This book brings together an all-star team to provide true data-driven, policy-relevant guidance for improving teaching and learning. From student achievement to student perceptions, from teacher knowledge to teacher practices, the authors address key issues surrounding the elements of a comprehensive teacher evaluation and improvement system. Highly recommended for anyone seriously interested in reform.” —PETE GOLDSCHMIDT, Assistant Secretary, New Mexico Public Education Department “This book is an invaluable resource for district and state leaders who are looking to develop growth and performance systems that capture the complexity of teaching and provide educators with the feedback needed to develop in their profession.” —TOM BOASBERG, Superintendent, Denver Public Schools “A rare example of practical questions driving top quality research and a must read for anyone interested in improving the quality of teaching.” —ROBERT C. GRANGER, Former President (Ret.), The William T. Grant Foundation “This will be the ‘go to’ source in years to come for those involved in rethinking how teachers will be evaluated and how evaluation can and should be used to increase teacher effectiveness. The superb panel of contributors to this book presents work that is incisive, informative, and accessible, providing a real service to the national efforts around teacher evaluation reform.” —JOHN H. TYLER, Professor of Education, Brown University
