Perceptions of School Personnel in the Memphis City School System Concerning the Teacher Evaluation Process PDF Download
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Author: Leon Patrick Davis
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 380
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Book Description
Author: Leon Patrick Davis
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 380
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Book Description
Author:
Publisher: Greenwood
ISBN:
Category : Education
Languages : en
Pages : 426
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Book Description
This bibliography includes scholarly journals, dissertations, papers, and books published primarily from 1980 through December 1984 that focus on teacher evaluation and merit pay. These materials are presented in separate chapters, according to the type of publication in which they appeared. In addition to materials identified and annotated from a literature search of several education databases, the authors wrote to public school districts with student populations of over 5,000 requesting copies of their teacher evaluation materials. They received 348 sets of evaluation documents and these materials are annotated in the chapter entitled School District Publications. Other materials prepared by school districts are included in the chapter entitled Papers.
Author: Lois A. Kappler
Publisher:
ISBN:
Category :
Languages : en
Pages : 176
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Book Description
A strong focus has been placed on accountability for the educational process and the achievement of all students. This has put tremendous pressure on teachers, as well as school administrators, superintendents, and school board members, to seek innovative ways to increase student achievement and to ensure that effective teachers are in all classrooms, so emphasis is on developing effective evaluation systems. Given the development and implementation of the Mississippi Teacher Evaluation System (MTES) in 2010, there is a need to discover the perspectives of the teachers who are evaluated within this process. The success of an evaluation process will only be successful if teachers use it to enhance their professional growth and effectiveness in the classroom. In order to gain an understanding of the perceptions of Mississippi teachers in Teacher Incentive Fund (TIF) schools and their insight into the MTES, this study focused on three research questions: (1) how do Mississippi teachers perceive the usefulness of the MTES, (2) how do Mississippi teachers perceive that the MTES develops their effective teaching practices, and (3) how do Mississippi teachers perceive that the MTES supports teachers’ professional growth? A qualitative approach provided descriptive, narrative, and percentage responses to the research questions of this multiple-case study. Results showed that the majority of the TIF teachers who participated in this study perceived that the MTES to have some degree of usefulness, especially when implemented consistently across the campus. Teachers who did not experience the entire evaluation process and feedback conferences were frustrated and irritated by the process. Overall, teachers did experience an improvement in their instructional practices because of their participation in the MTES, and most perceived that the MTES supported their professional growth because of targeted professional development and the development of professional-growth goals. With timely feedback and evaluator support, teachers are enriching their teaching practices which enhance student engagement, but they are concerned that the instrument is not being implemented consistently in all schools. There is a lack of confidence in navigating the observation rubric and implementing the process with consistency.
Author: Robert W. Maloy
Publisher: SUNY Press
ISBN: 1438455593
Category : Education
Languages : en
Pages : 258
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Book Description
Provides practical applications of democratic teaching for classes in history/social studies education, multicultural and social justice education, community service and civic engagement, and education and public policy. We, the Students and Teachers shows history and social studies educators how to make school classrooms into democratic spaces for teaching and learning. The book offers practical strategies and lesson ideas for transforming democratic theory into instructional practice. It stresses the importance of students and teachers working together to create community and change. The book serves as an essential text for history and social studies teaching methods courses as well as professional development and inservice programs for history and social studies teachers at all grade levels. The key to the excellent potential of this book is its assertion that democratic teaching can be linked to content, especially historical content, not just to a generic notion of student-centered instruction. The theory-to-practice emphasis is very explicit, as is the emphasis on the voices of the teachers and students who participated in the research. The book also takes a highly creative approach to its topic that I find very refreshing. Elizabeth Washington, University of Florida This is an important book. Maloy and LaRoche reveal the challenges that face historians as we grapple with increasingly fraught public and political perceptions of our discipline. Their strategies for reconstituting the classroom as a laboratory for instilling democratic values and practices are both ingenious and practical. Dane Morrison, author of True Yankees: Sea Captains, the South Seas, and the Discovery of American Identity
Author: Joy Davis Sheppard
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 67
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Book Description
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: Jennifer J. Beckwith
Publisher:
ISBN:
Category : School personnel management
Languages : en
Pages : 654
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 872
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Author: Carol Mizell Peterson
Publisher:
ISBN:
Category :
Languages : en
Pages : 622
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Author: Yazmin Perez
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 139
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Book Description
The purpose of this study was to examine teacher perception of the Advance Evaluation System and the difference between teachers in high performing and low performing schools. The essential core belief used to conduct this research is the notion that teacher effectiveness is a key factor in improving student outcomes. This was a quantitative study that included 100 elementary school teachers across grades K-5 in two New York City districts. The study focused on examining teacher perception of the Advance Evaluation System and the differences between teachers working in high performing schools and teachers working in low performing schools. The most essential conclusion of this study is that the practices of school leaders following an observation are important in relation to building teacher efficacy, increasing collaboration, and seeing the value in the feedback process. This study found that teachers in high performing schools demonstrated positive perception regarding the Advance evaluation system by agreeing or strongly agreeing with the survey statements more so than their counterpart-teachers in low performing schools. Teachers in high performing schools perceived that Advance has value in shifting teacher effectiveness through the process of collaboration, observation and feedback, and professional development opportunities, while their counterpart teachers in low performing schools disagreed or strongly disagreed. The most essential conclusion of this study is that the practices of a school leaders following an observation are important in relation to building teacher efficacy, increasing collaboration, and seeing the value in the feedback process.
Author: University Microfilms, Incorporated
Publisher: University Microfilms
ISBN: 9780835708418
Category : Education
Languages : en
Pages : 796
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