Perceptions of Principals Regarding the Use of the Personnel Evaluation Standards by Superordinates in Developing Performance Appraisals PDF Download
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Author: Linda Susan Jarkey
Publisher:
ISBN:
Category :
Languages : en
Pages : 216
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Book Description
Author: Linda Susan Jarkey
Publisher:
ISBN:
Category :
Languages : en
Pages : 216
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 506
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Author: Arlen R. Gullickson
Publisher: Corwin Press
ISBN: 1452293007
Category : Education
Languages : en
Pages : 235
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Book Description
"The second edition reflects the best in current research and theory for not only evaluating teachers but also supporting professional growth." —Robert J. Marzano, President Marzano and Associates "Since 1988, the Personnel Evaluation Standards have come to be recognized as the universal benchmark for quality control in defining, designing, and implementing educator evaluation systems. The clear, practical, and systematic explanations and application make the standards essential for any educational professional concerned with performance evaluation." —James H. Stronge, Heritage Professor of Educational Policy, Planning, and Leadership College of William and Mary The authoritative source on evaluating educational personnel! Personnel evaluation plays a vital role in supporting professional growth. This updated resource provides 27 standards that together have been approved as an American National Standard (ANSI/JCSEE 1-2008) for use in developing sound evaluation policies and procedures for staff in PreK through graduate school. Covering the propriety, utility, feasibility, and accuracy of staff evaluations, these standards offer support for decisions that affect tenure, dismissal, promotion, and staff development. The second edition reflects the changing educational climate by providing important new standards, substantive revisions to existing standards, and updated case studies. This book offers educational administrators and supervisors: In-depth explanations of each standard and its rationale, application guidelines, and common errors in implementation Brief case studies with follow-up analysis A functional table of contents to help locate specific standards pertinent to individual evaluations This comprehensive resource has everything you need to build a legal, fair, and accurate personnel evaluation system in any educational setting.
Author: Jilliane Christina Raphiel
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Across the nation, teacher appraisal systems are being revamped to serve the primary purpose of supporting and developing teachers, regardless of experience. To what degree a principal believes the instructional criteria within the appraisal system are valid influencers on student achievement may be key in developing teachers at all levels of effectiveness to cultivate student achievement that can lead to higher performing schools. The purpose of this study was to identify what principals at highly effective elementary school campuses valued as the key instructional criteria in a teacher appraisal system. The outcome of this study can greatly impact the development, hiring, and transitioning of teachers at any school. By using the value-added model to identify effective schools, this study focused on the perception of principals of elementary campuses that are able to accelerate students, regardless of any perceived learning barriers. Data was collected through a qualitative approach, using descriptive statistics in the form of charts, tables, and graphs to identify trends. A survey and follow-up interviews were administered to elementary school principals currently leading schools within the top 25% of value-added achievement in a large urban school district in the southern United States. The study determined that while the appraisal instrument encompasses several instructional criteria that principals clearly perceived as impacting student achievement, the instrument serves as a springboard into additional best practices. Open-ended survey responses and interviews determined additional instructional criteria that principals perceived as having an impact on student achievement and their plans to ensure that they continue to add value to all students as accountability rapidly increases.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 806
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Author: The Joint Committee on Standards for Educational Evaluation, Daniel L. Stufflebeam, Chair
Publisher: Corwin
ISBN: 9780803933613
Category : Education
Languages : en
Pages : 224
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Book Description
Avoid costly disputes and provide improved evaluation standards in virtually any organizational environment.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 352
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Book Description
Author: Priscilla Levinson
Publisher:
ISBN:
Category : Employees
Languages : en
Pages : 36
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Author: Stephen Arthur Robertson
Publisher:
ISBN: 9781369043822
Category : School principals
Languages : en
Pages : 344
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Book Description
The purpose of this basic qualitative study was to describe how well the "promise" of Idaho's new model of performance evaluation of public school principals (IDAPA 121) compares with its actual impact on principals' reflective practice, professional development, and leadership practices. Research questions that shaped the study explored (a) the impact of the professional practice standards and student growth measure of IDAPA 121, and (b) what circumstances contributed most significantly to reflective practice and professional development of Idaho school principals. A review of the literature revealed five key themes and trends that shaped this study's research questions and methodology: (a) perceived problems with traditional principal evaluation before the federal Race to the Top and ESEA Waiver program; (b) the promise of a reformed principal evaluation system to improve school leadership, teaching and student learning; (c) best practice recommendations to provide a meaningful and impactful evaluation experience for principals; (d) criticisms of the new model of principal evaluations; and (e) what the literature does and does not tell us about principal evaluation and its effect on reflective practice, professional development and leadership behaviors and practices. Data were collected through semi-structured interviews of ten active public school principals from two large, suburban Idaho school districts. Five participants were elementary level principals and five were middle school principals. Data analysis revealed four major findings: 1. Participants experienced evaluation under IDAPA 121 as a perfunctory, isolated end of year event that had no meaningful impact on their reflective practice, professional development or leadership practice. 2. The student growth component of IDAPA 121, and the prospect of being evaluated partly on student growth had no impact on the participants' leadership focus or practices. 3. Participants believe that policy makers and the school policy related to their performance evaluation are out of touch with what happens in schools. 4. Participants had clear ideas for improving the system so principals would experience more meaningful reflective practice and professional development. A number of possible explanations for these findings are explored. These include (a) operational issues with implementation of IDAPA 121, and (b) deeper, more substantive issues that raise questions about the viability of using standards-based evaluations to drive effective professional development, and possible conflicts between IDAPA 121's summative and formative objectives. Recommendations for possible policy changes and further research conclude this study.
Author: Christopher Mabey
Publisher: Routledge
ISBN: 1136009051
Category : Business & Economics
Languages : en
Pages : 262
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Book Description
Developing Human Resources is aimed at managers wishing to understand their role in human resource strategy. In a clear, succinct way the authors cover the skills and techniques required to design and implement an effective HRD policy. In addition, they tackle the important tasks of team building, recruitment and change management, as well as the role you play in motivating and appraising your staff. Real examples and case studies are used throughout to illustrate points in a practical context. Developing Human Resources is designed to provide the underpinning knowledge and understanding required for any competency-based management course. It is based upon the Management Charter Initiative's Occupational Standards for Management NVQs and SVQs at Levels 4 & 5. It is particularly suitable also for managers on Certificate and Diploma in Management programmes, including those accredited by BTEC. Rosemary Thomson and Dr Christopher Mabey are both lecturers in human resource management at the Open Business School. Series adviser: Paul Jervis The Institute of Management is the leading management institute in the UK and the largest in Europe. The institute embraces all levels of management from management students to senior executives. It offers a unique range of services for all management disciplines, enabling managers to develop themselves throughout their careers. If you would like to hear more about the benefits of individual or corporate membership, please contact: Dept HM Institute of Management Cottingham Road Corby NN17 1TT 0536 204222
