Elementary Principals' Perceptions of the Teacher Selection Process 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 Elementary Principals' Perceptions of the Teacher Selection Process PDF full book. Access full book title Elementary Principals' Perceptions of the Teacher Selection Process by Gary Joseph Sparks. Download full books in PDF and EPUB format.
Author: Gary Joseph Sparks
Publisher:
ISBN:
Category :
Languages : en
Pages : 360
Get Book Here
Book Description
Author: Gary Joseph Sparks
Publisher:
ISBN:
Category :
Languages : en
Pages : 360
Get Book Here
Book Description
Author: Shawn N. Batterberry
Publisher:
ISBN:
Category :
Languages : en
Pages : 246
Get Book Here
Book Description
Author: James Wayne Pond
Publisher:
ISBN:
Category : Principal-superintendent relationships
Languages : en
Pages : 214
Get Book Here
Book Description
Author: Randy Darrell McCoy
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 158
Get Book Here
Book Description
Author: Christopher Eric Noid
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 200
Get Book Here
Book Description
Author: Wendy Claussen-Schoolmeester
Publisher:
ISBN: 9781109932805
Category : Elementary school principals
Languages : en
Pages : 117
Get Book Here
Book Description
The literature review focused on the historical perspective of the teaching profession, teacher quality and effectiveness, teacher recruitment, teacher interviews, teacher selection and hiring, and teacher retention. A matrix of the most frequently mentioned teacher characteristics was developed through the review of literature and research.
Author: Alexandra Krayets
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 139
Get Book Here
Book Description
The purpose of this grounded theory qualitative study is to explore the extent to which the selected elementary principals from a large urban district in the northeast region of the United States, referred to as the Metropolis School District, perceive their roles in promoting collaboration and connecting related services to the instructional programs for students with moderate to severe disabilities. Participants for the study were purposefully selected based on their student population and evidence of collaborative teaming in their school organizations. Principals who have elementary school sites, and those who received a score between 4.00 and 4.99 in the Collaborative Teachers domain of the school survey were asked to participate in this study. Scores in the domain of Collaborative Teachers were consulted for the selection of the participants, as they indicated on the existence of collaborative practices in those schools as reported by the teachers. With the high ratings in the domain of collaboration, the researcher focused on leadership practices that supported teachers’ collaborative efforts. This study analyzed participants’ perceptions and described their practical approaches in developing transdisciplinary teams and promoting collaborative inter-professional environment in schools for students with multiple disabilities. This research study was guided by the following questions related to the Principals’ perceptions on promotion of collaboration, formation, support and accountability of transdisciplinary teaming process between special education teachers and related service providers who educate students with multiple disabilities in a special education. 1. To what extent do principals view their role in promoting collaboration within related services and instructional teacher teams? 2. What do principals perceive as their role in formation of related services and instructional teacher teams? 3. What do principals perceive their roles to be in supporting inter-professional teams and the challenges they encounter while managing the teams? 4. To what extent do principals hold transdisciplinary/inter-professional teams accountable to ensure their effectiveness? Out of the 19 principals who fit into the outlined criteria, seventeen participants (89%) volunteered to participate in the study. The researcher developed open-ended questions around the four research questions. During semi-structured interviews, participants were provided with an opportunity to elaborate on the concepts, offer explanations, share their experiences and views about the topic.
Author: Claire L. Angers
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 438
Get Book Here
Book Description
Author: Enos B. House
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 162
Get Book Here
Book Description
Author: Fabian Andrew Castilleja
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
This study investigated principals' perceptions in the hiring process of classroom teachers in high minority (Latino) schools. Nine secondary principals in five school districts in Washington state were interviewed regarding their perceptions of characteristics of high quality teachers in their school. Data gathered via personal interviews indicated that principals identified teachers who "fit" their schools and their current staff by focusing on state and federal highly qualified mandates and their own subjective criteria for desirable teacher characteristics. Participating administrators promoted what was described as a "colorblind" hiring process that would allow them to remain "ethnically neutral" when hiring teachers. Despite principals' professed desire to provide their students with same-race mentors, the process described had the effect of ensuring that the high percentages of white staff at high minority schools would persist in high minority schools, thus leaving little hope for a change in the ethnic or racial demographics of the teaching staff in these schools.
