A Survey of Missouri Public High School Principals' Perceptions and Use of the Missouri Performance Based Teacher Evaluation PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Survey of Missouri Public High School Principals' Perceptions and Use of the Missouri Performance Based Teacher Evaluation PDF full book. Access full book title A Survey of Missouri Public High School Principals' Perceptions and Use of the Missouri Performance Based Teacher Evaluation by Elizabeth Anne Bender. Download full books in PDF and EPUB format.
Author: Elizabeth Anne Bender
Publisher:
ISBN:
Category : Effective teaching
Languages : en
Pages : 190
Get Book Here
Book Description
Author: Elizabeth Anne Bender
Publisher:
ISBN:
Category : Effective teaching
Languages : en
Pages : 190
Get Book Here
Book Description
Author: Todd White
Publisher:
ISBN:
Category : High school principals
Languages : en
Pages : 236
Get Book Here
Book Description
The purpose of this study was to examine current principal evaluation practices provided for high school principals in the state of Missouri. This study will also explored principals' perceptions with regard to: (a) the purpose of the evaluation, (b) the effectiveness of the evaluation in relationship to the prescribed purpose, (c) the perceived quality, and (d) the impact on student test scores. Principals in 107 of 359 high schools who had email addresses as reported on DESE's web site responded to the survey. The principals answered a 27-question survey about their perceptions of the purpose, process, and procedures used by the district to evaluate principals. The survey sought to answer seven research questions and to test two null hypotheses. The hypotheses were tested using the Pearson product-moment coefficient of correlation. The findings of most interest from the study were: (a) 68.2% of respondents reported that they used the model developed by DESE, (b) however, 61.6% of the principals surveyed indicated that the superintendent did not discuss specific performance criteria to begin the evaluation process, (c) 38.3% of the respondents reported they never met with their supervisor during the evaluation process, (d) 50.4% of the respondents indicated that the purpose of the principal evaluation was not agreed upon before the evaluation process began. From this study, it is evident that superintendents should provide adequate time to provide feedback to principals concerning their performance, while maintaining the focus of professional growth of the principal as the ultimate goal. The use of DESE guidelines and procedures relates to principal perceptions about the overall impact and quality of the principal evaluation process. The results support the conclusion that superintendents and supervisors must meet with principals to assess and evaluate school improvement goals and provide necessary feedback to principals about their performance.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Get Book Here
Book Description
Author: Gary L. Drummond
Publisher:
ISBN:
Category : High school principals
Languages : en
Pages : 246
Get Book Here
Book Description
Author: Harold Leon Ferguson
Publisher:
ISBN:
Category :
Languages : en
Pages : 366
Get Book Here
Book Description
Author: Tammy Bunch
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 250
Get Book Here
Book Description
This policy analysis is designed to increase the understanding of Missouri's Performance Based Teacher Evaluation Pilot (PBTE). This policy analysis intended to identify the original intent of the Missouri Department of Elementary and Secondary Education with regard to the Missouri PBTE system. The purpose of the study was to explain the development of PBTE and hear the perceptions of elected officials, leaders in state-level governance, and leaders of public schools with respect to the impact the PBTE will have on public education in Missouri. While much research exists on best practice strategies for teacher evaluation, there is a deficit of knowledge regarding how and why Missouri developed their PBTE. The theoretical framework used to conduct this qualitative case study was policy theory. Policy theory is a means to understand the complex web of interactions and processes involved in developing policy (Fowler, 2008). The concepts, which served as the foundation for the study, were policy analysis, human resource management, commitment, practice, impact, and evaluation systems. This study is significant in that it will add to the literature about performance based teacher evaluation.
Author: Becky R. Killian
Publisher: Proquest, UMI Dissertation Publishing
ISBN: 9781244631212
Category : Teachers
Languages : en
Pages : 94
Get Book Here
Book Description
Enjoy a wide range of dissertations and theses published from graduate schools and universities from around the world. Covering a wide range of academic topics, we are happy to increase overall global access to these works and make them available outside of traditional academic databases. These works are packaged and produced by BiblioLabs under license by ProQuest UMI. The description for these dissertations was produced by BiblioLabs and is in no way affiliated with, in connection with, or representative of the abstract meta-data associated with the dissertations published by ProQuest UMI. If you have any questions relating to this particular dissertation, you may contact BiblioLabs directly.
Author: Marcia Sankey
Publisher:
ISBN:
Category :
Languages : en
Pages : 147
Get Book Here
Book Description
The purpose of this case study was to discover what rural Missouri high school principals perceive as the characteristics of highly effective teachers to compare to the national research on highly effective teachers. High school principals carry a great deal of responsibility for identifying and placing highly effective teachers in all classrooms and it is important to know if they are truly looking at the same characteristics as is identified in the extant literature. For the purpose of this study, the definition of a highly effective teacher is someone who has strong pedagogical knowledge, pedagogical content knowledge, and subject content knowledge to reach and teach all students. The design of this study was as a qualitative case study of eight rural Missouri high schools within a forty-mile radius. The average 9-12th grade student-body population of the schools was 365, with an average of 98% of the student body population identified as Caucasian. Eight rural Missouri high school principals participated in semi-structured interviews to identify their perceptions of the characteristics of highly effective teachers. The results of this study identify that rural Missouri high school principals focus on pedagogical skills, like classroom management and relationships, as well as pedagogical content skills, like lesson planning and student engagement, to identify highly effective teachers. There is little if any perception of teacher subject content knowledge by the principals as they observe current teachers and interview prospective teachers to hire. This oversight could be detrimental to identifying and placing highly effective teachers in every classroom. Highly effective teachers according to research have strong pedagogical skill, pedagogical content knowledge, as well as strong subject content knowledge.
Author: Marcia Blaine
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 172
Get Book Here
Book Description
Author: Charles A. Brown
Publisher:
ISBN:
Category :
Languages : en
Pages : 352
Get Book Here
Book Description
