Administrators' and Teachers' Perceptions of the Efficacy of the Missouri Performance-Based Teacher Evaluation Model PDF Download
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Author: Becky R. Killian
Publisher: Proquest, UMI Dissertation Publishing
ISBN: 9781244631212
Category : Teachers
Languages : en
Pages : 94
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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: 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: Harold Leon Ferguson
Publisher:
ISBN:
Category :
Languages : en
Pages : 366
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Book Description
Author: Tyler P. Shannon
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 76
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Book Description
Author: Paul J. Katnik
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 95
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Book Description
This pilot project study explored the relationship between the newly created Educator Evaluation System by the Department of Elementary and Secondary Education in Missouri and a change in the professional performance of teachers and leaders. In particular, it addressed whether the process articulated in the state's new model resulted in a positive change in an educator's performance ultimately leading to improvements in student learning. A detailed review of the state's model is provided along with the research that supports the need for each step in the process. The pilot project conducted is described and data are reviewed from the participating districts in the pilot. The pilot district data offered in this study demonstrates that a majority of those teachers and administrators who participated in the pilot and used the state's model showed some measure of growth in their professional performance. In fact, well over 90% of those teachers and administrators who participated in the pilot project experienced a positive change in their professional performance, regardless of the particular indicator on which they focused. While traditionally educator evaluation based determinations and ratings of performance primarily from observation data, the Missouri Educator Evaluation System draws from multiple sources. These multiple sources are categorized into three professional frames: commitment, and impact. The commitment frame considers the quality of the teacher in terms of their credentialing, preparation and other similar artifacts indicative of a high quality teacher. The frame considers the quality of the teaching and is gathered through the traditional approach of observation. The impact frame looks at outcome data or the results that occur. All three frames work interdependently to establish a measure of effectiveness. A positive change in an educator's professional performance, as demonstrated by an overwhelming number of teachers and administrators who participated in the pilot project study, requires support by evidence in all three frames. Specifically for teachers, and for some indicators for the administrator, the evidence from the impact frame includes student performance data. The results from this pilot project study demonstrated that a positive change in a teacher's professional performance is accompanied by a positive change in the learning of their students.
Author: Elizabeth Anne Bender
Publisher:
ISBN:
Category : Effective teaching
Languages : en
Pages : 190
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Book Description
Author: Julie B. Routh
Publisher:
ISBN:
Category : Merit pay
Languages : en
Pages : 230
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Author: Tammy Bunch
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 250
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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: Carol J. Craig
Publisher:
ISBN:
Category : School administrators
Languages : en
Pages : 236
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Author: Joy Davis Sheppard
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 67
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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: Christopher Clark
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 215
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Book Description
In recent decades, changes to federal and state accountability policy and related teacher evaluation systems occurred in the United States with minimal input from two of the largest groups of stakeholders impacted: principals and teachers. For this case study, I explored principals' and teachers' perceptions of their experiences with the Texas Teacher Evaluation and Support System (T-TESS), specifically the role of leadership practices and use of the evaluation rubric as a policy tool within an evaluation process. The study took place at one elementary school. Teachers perceived the evaluation process as carrying out its intended purpose of improving instruction through professional growth. Principals and teachers viewed the teacher evaluation system and the teacher evaluation rubric, a policy tool designed to facilitate and inform the processes and practices used to improve instruction in their districts and schools, as effective. Important district-level decisions also impacted how principals and teachers perceived the T-TESS. District-level decisions included policy related to frequency of required observations, methods of including student performance data, decisions related whether to issue a single rating or multiple ratings, and evaluation of specialized teachers. School-based leadership behaviors and practices were also found to influence teachers' perceptions related to the effectiveness of teacher evaluation which included a focus on school culture, leadership style employed, evaluation training, and use of the evaluation rubric. The findings of this study have implications for policy decisions, district-leadership decisions, and school-based leadership practice related to teacher evaluation, both in Texas as well as the nation.
