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A Study Of Principals Perceptions As Implementers Of Michigans Mandated Teacher Evaluation Policy
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Book Synopsis A Study of Principals’ Perceptions as Implementers of Michigan’s Mandated Teacher Evaluation Policy by : Linda K. Foran
Download or read book A Study of Principals’ Perceptions as Implementers of Michigan’s Mandated Teacher Evaluation Policy written by Linda K. Foran and published by . This book was released on 2015 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to identify and develop an understanding of the relationships between the perceptions of principals regarding the Michigan mandatory annual teacher evaluation policy and job satisfaction, self-efficacy, and stress as principals navigated the roles of building manager, instructional leader and policy implementer. This quantitative study asked 3,009 Michigan public school principals to share their perceptions regarding the teacher evaluation policy. A total of 426 principals responded to a questionnaire published in a web-based format using a Likert scale. Interest in this study by the Michigan Department of Education Research Department allowed access to all email addresses for Michigan public schools using the Educational Entity Master (EEM) system. Questions in the survey collected demographic data and uncovered perceptions held by respondents regarding policy implementation, role definition, and reinforced constructs of job satisfaction, self-efficacy, time, stress, need for training and fairness in the implementation process Stakeholder theory, which had roots in business, defined the reciprocal relationship between owners and stakeholders by observing management practices implemented for the pursuit of articulated organizational goals and served as the conceptual framework. Descriptive and inferential statistics were used for the analysis and showed Michigan principals were marginally knowledgeable regarding the requirements of the evaluation policy; job satisfaction and self-efficacy were correlated to principals’ voice in the formation and implementation of the evaluation policy especially at the building and district levels; a weak relationship existed between knowledge and respondent self-esteem; and the constructs of job satisfaction, self efficacy, stress/time and knowledge were predictors for successful vi implementation of the policy. Coding the open-ended question led to the reinforcement of themes pertaining to self-efficacy, job satisfaction, time and stress. Additional identified themes included the need for training and a concern for statewide level of fairness in completing the evaluation. Through the lens of stakeholder theory, it was important to acknowledge the reciprocal relationship between the principal (as stakeholder) and Michigan legislature (as the firm). To increase the knowledge, job satisfaction and self-efficacy of principals, the opportunity to provide a voice to policy formation and implementation is recommended. Professional organizations, government and educational agencies and higher education leadership programs must address communication and training opportunities for educational leaders.
Book Synopsis Principals Perceptions of Mandated Teacher Evaluation by : Jenise M. Cardinal-Donnelly
Download or read book Principals Perceptions of Mandated Teacher Evaluation written by Jenise M. Cardinal-Donnelly and published by . This book was released on 2015 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Case Study of the Design and Implementation of a New Teacher Evaluation System in a Northern Michigan School District by : Scott Moore
Download or read book A Case Study of the Design and Implementation of a New Teacher Evaluation System in a Northern Michigan School District written by Scott Moore and published by . This book was released on 2017 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to identify how one district attempted to meet the need for greater accountability in the teacher evaluation process as mandated by law and to describe strategies that were employed by the district to ensure the integration of student achievement data. This research highlighted how a teacher evaluation instrument evolved over a 5-year period from 2011 to the end of the 2014–2015 school year. This qualitative, single-case study comprised examination of interview responses of 17 stakeholders including a former superintendent, technology director, two board of education members, three former principals, and ten teacher-leaders. Open-ended interview questions led to an objective understanding of the process of change and compliance with Michigan legislation, PA 102 (2011). Findings revealed a consensus of the meaning interpreted by the personal experience of the stakeholders about the integration of Danielson’s (1996) teacher evaluation rubric with a system that considered multiple measures of student achievement data. Multiple themes emerged in the analysis of stakeholders’ perceptions of the efforts in one Michigan school district to comply with a state-mandated teacher evaluation process. Paramount among the themes was that trust needed to be involved in the process of teacher evaluation for improvement to transpire. Principals’ leadership and collaboration among staff, union representatives, central office, and policy-makers was critical to successful implementation of the modified teacher evaluation process. Ownership felt by all stakeholders extended confidence for addressing continuing change and assured sustainability of the process.
Book Synopsis An Exploration of how Middle School Principals Make Sense of Current Teacher Evaluation Policy and how Their Understanding Impacts Their Work to Help Teachers Develop Instructional Practice by : Joshua Emerson Traughber
Download or read book An Exploration of how Middle School Principals Make Sense of Current Teacher Evaluation Policy and how Their Understanding Impacts Their Work to Help Teachers Develop Instructional Practice written by Joshua Emerson Traughber and published by . This book was released on 2016 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Principals are required to be instructional and managerial leaders for their schools, which includes the responsibility of implementing educational policy. The primary purpose of this qualitative case study was to explore how middle school principals interpret what they must do to comply with Michigan's current teacher-evaluation policy and how that understanding affects their work to help teachers develop instructional practice. To frame the research, three questions were used. First, how do middle school principals make sense of what they must do to comply with emerging teacher-evaluation policy in Michigan, including the questions "How do principals learn what they must do to comply with emerging policy?" and "How do principals describe what they have decided they must do to comply with emerging policy?" Second, what do middle school principals currently do to help teachers develop instructional practice? And third, how do middle school principals describe their work to develop teachers' instructional practice prior to recent changes in teacher-evaluation policy in Michigan? Three principals, serving in different geographical areas of Kent County, participated in the study. Data collection procedures included a face-to-face interview, principal observation, and reviewing teacher-evaluation artifacts. After I analyzed word tables, three findings stood out: context mattered as school districts made a difference in terms of how the principals made sense of and implemented teacher-evaluation policy; the middle school principal's job requirements increased due to teacher-evaluation legislation or district policy; and each of the principals described collaborating with teachers as a way to help develop instructional practice.
Book Synopsis An Analysis of Perceptions of Michigan Superintendents, Principals, and Teachers in Regard to Present Versus Preferred Teacher Evaluation Systems by : JoAnn A. Noonan
Download or read book An Analysis of Perceptions of Michigan Superintendents, Principals, and Teachers in Regard to Present Versus Preferred Teacher Evaluation Systems written by JoAnn A. Noonan and published by . This book was released on 1981 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Implementation of Teacher Evaluation Mandates in the State of Michigan by : Sarah A. Starr-Gwinn
Download or read book Implementation of Teacher Evaluation Mandates in the State of Michigan written by Sarah A. Starr-Gwinn and published by . This book was released on 2014 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Principals' Perceptions of Workload Stress in Conjunction with Changing Requirements for Teacher Evaluation in Michigan by : Matthew Johnson-Reeves
Download or read book Principals' Perceptions of Workload Stress in Conjunction with Changing Requirements for Teacher Evaluation in Michigan written by Matthew Johnson-Reeves and published by . This book was released on 2013 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of Secondary School Principals' Perceptions Regarding Current Teacher Evaluation Procedures in Three Midwestern States by : Beth A. Saiki-Olsen
Download or read book A Study of Secondary School Principals' Perceptions Regarding Current Teacher Evaluation Procedures in Three Midwestern States written by Beth A. Saiki-Olsen and published by . This book was released on 1996 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Policy, Politics, and Pedagogy written by and published by . This book was released on 2014 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Beginning in the mid-1990s, education policies regarding teacher evaluation have been designed under the assumption that increased accountability will result in higher levels of student achievement. No Child Left Behind (NCLB) legislation is the most well-known example of this philosophy at the national level. States around the country have adopted similar mentalities when developing state evaluation requirements. Michigan enacted a series a education reforms from 2009 through 2011 that increased the rigor and frequency of the evaluations that local districts needed to integrate within their evaluation programs. Aspects of the new laws included annual evaluations for all educators, easing of procedural steps to remove ineffective teachers, reduction of tenure protections, merit pay, and student growth being a required component of district models. How teachers in all settings have responded to these new requirements is an important question in assessing their effects on the professional behavior of educators. The purpose of this study was to determine the influence of state mandated evaluation requirements on school culture and instructional practices of teachers working in three successful public school districts in Mid-Michigan. The results of the research indicate that new state evaluation laws have generally influenced teachers. Teachers in the successful schools investigated have invested in professional development aimed to increase student assessment results on standardized tests and collaboratively use data to assess the effectiveness of their teaching practices. To a lesser extent, teachers have engaged in practices such as peer observation to improve their own instruction and replicate strategies that might increase student outcomes."--leaves 3-4.
Book Synopsis Selected Roles/function of Michigan Secondary Principals by : C. Danford Austin
Download or read book Selected Roles/function of Michigan Secondary Principals written by C. Danford Austin and published by . This book was released on 1990 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Muted Experience by : Denitra D. Griffin
Download or read book The Muted Experience written by Denitra D. Griffin and published by . This book was released on 2016 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study informs researchers, practitioners, and policymakers on the value of principals' perspectives as related to the development and implementation of teacher evaluation systems.
Book Synopsis Examining Teacher Perceptions of the Relationship Between Evaluation Policy and Teacher Practice in a North Carolina School System by : Amanda Marie Slaten Frasier
Download or read book Examining Teacher Perceptions of the Relationship Between Evaluation Policy and Teacher Practice in a North Carolina School System written by Amanda Marie Slaten Frasier and published by . This book was released on 2017 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Influences on Principal Evaluations of Teacher Performance by : Thomas Dodd
Download or read book Influences on Principal Evaluations of Teacher Performance written by Thomas Dodd and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Colorado Senate Bill 10-191, the Great Teachers and Leaders Bill (SB 191) passed in 2010 in support of the U.S. Department of Education's Race to the Top program and No Child Left Behind Act, mandated increased teacher and principal accountability by affirming improved teacher evaluation will advance K-12 schooling. As a result, the 27,000-student Pioneer Valley School District (PVSD) in Colorado initiated a new evaluation protocol weighting 50% of teacher and principal summative performance ratings on professional practice using a new instrument called the 5 Dimensions+ Teacher Evaluation Rubric (5D+), and 50% on student achievement data using a PVSD-created value-added model (VAM). Because school principals evaluate teachers this paper uses an embedded case study and Ajzen's Theory of Planned Behavior (2006) as the conceptual framework to simultaneously consider how attitude toward a behavior (behavioral beliefs), social pressure (normative beliefs), and behavioral controls (control beliefs) influence principals' decisions when evaluating teachers within the context of conflicting social forces and the collegial interactions which may contribute to or challenge relational trust and the status quo. While the content of teacher evaluations written by building principals is typically invisible to outsiders due to the confidential nature of personnel files, the ramifications of evaluation decisions are keenly felt by school and district insiders, embedded in the broader educational environment, and inherently multilevel. The purpose of this study then is to build an analytical hypothesis using descriptive data from in-depth interviews and document analysis to examine principals' perceptions, interpretations, and actions in the context of teacher evaluation that can be refined and tested in future empirical research.
Book Synopsis A Study of Teacher Evaluation Practices and Perceived Attitudes of Those Practices by Elementary School Principals in the Twin Cities Metropolitan Area by : Barbara Jean Swenson Hauge
Download or read book A Study of Teacher Evaluation Practices and Perceived Attitudes of Those Practices by Elementary School Principals in the Twin Cities Metropolitan Area written by Barbara Jean Swenson Hauge and published by . This book was released on 1981 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Study of Leadership Qualities of Selected Middle School Principals by : Dolores Yvonne Johnson
Download or read book Study of Leadership Qualities of Selected Middle School Principals written by Dolores Yvonne Johnson and published by . This book was released on 1993 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher and Principal Perceptions of a New Evaluation Program for Teachers by : Ruth Shannon Finnegan (Ph.D.)
Download or read book Teacher and Principal Perceptions of a New Evaluation Program for Teachers written by Ruth Shannon Finnegan (Ph.D.) and published by . This book was released on 2016 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ability to evaluate teachers accurately is indispensable for both the development of effective teachers and for student achievement. In this era of accountability, it is important school districts develop evaluation systems that comply with the propriety, utility, feasibility, and accuracy standards of the Joint Committee on Standards for Educational Evaluations. This study focused on a process evaluation of a new teacher evaluation program. While previous studies have been conducted from the teachers or the evaluators perspectives, this study examined both perspectives. More than 1,500 teachers and 41 principals were invited to complete an online instrument modified from surveys conducted by Hopkins and Stronge. Of concern to the teachers and principals was the accuracy of the new evaluation program, they did not see the value and validity of using SLOs to improve teaching practices to increase learning, and teachers slightly favored using the professional practices component more than the SLO component of the evaluation. Using SLO data in teacher evaluation is an unknown dynamic for teachers; therefore, school administrators need to understand how teachers perceive this change as it relates to teacher support of the new evaluation process. If districts are to safeguard the fidelity, implementation, and sustainability of new evaluation programs for teachers, districts must acknowledge the influence teacher perceptions have on endorsing implementation efforts toward change. Teachers' perceptions toward adjusting instructional practices to align with the standards and criteria of new evaluation programs can either hinder or ensure program implementation.
Book Synopsis Principals' Experiences Adapting to a New State-mandated Administrator Evaluation Process by : Kathleen Ann Teed Ramirez
Download or read book Principals' Experiences Adapting to a New State-mandated Administrator Evaluation Process written by Kathleen Ann Teed Ramirez and published by . This book was released on 2016 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the early stages of Michigan’s enactment of new educator evaluation statutory requirements, there is an opportunity to examine the readiness of Michigan’s principals to adapt to the new evaluation models and processes by engaging a sample of administrators who are in the process of adapting to both new teacher and new administrator evaluations. We can potentially get out in front of emerging patterns of impeding factors and reinforce enabling factors that impact the adaptation and transition process and impinge upon the potential for enactment of new educator evaluation models and processes to actually result in acceleration of the growth and success curve for students. The purpose of this phenomenological study was to describe the experiences of 12 principals, as players in the work of school reform and renewal, and how they have experienced the shift from static and disjointed educator evaluation models to a model that is framed around growth, development, and research, and is evidence-based. Specifically, this study was designed to give voice to principals, as full partners in the pursuit of continuous growth and improvement, and how they are actually experiencing these performance evaluation systems and what the shift to one of the new systems means to them. This study desired to understand and gain a deeper understanding of the readiness of principals and their need for ongoing engagement with the evaluation tool to become better able to connect the performance indicators with their day-to-day work. In essence, principal performance evaluation and feedback is one means by which principals could receive valuable guidance and support for their growth and development in the role of an Instructional Leader. This study revealed that participants wanted to be the best instructional leaders to impact their teachers, students, and the whole school community. The participants in this study vocalized the need for further training and coaching, but it must come from a supervisor or coach who has been trained and has a working knowledge of the adopted evaluation tool. Principals are the fulcrums of all school improvement efforts and deserve a performance review process that not only utilizes a research-supported and well-vetted performance review instrument, but also utilizes a process where they can concentrate on a few high-priority performance growth areas at one time.
