Author: Harold Leon FergusonPublisher:
ISBN:
Category :
Languages : en
Pages : 366
Book Description
A Study of the Perceptions of Teachers and Administrators Toward Various Aspects of the Missouri Performance Based Teacher Evaluation Program
Author: Harold Leon FergusonPublisher:
ISBN:
Category :
Languages : en
Pages : 366
Book Description
Administrators' and Teachers' Perceptions of the Efficacy of the Missouri Performance-Based Teacher Evaluation Model
Author: Becky R. KillianPublisher: Proquest, UMI Dissertation Publishing
ISBN: 9781244631212
Category : Teachers
Languages : en
Pages : 94
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.
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 920
Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
A Study of Missouri's Educator Evaluation System and Its Efforts to Increase Teacher and Leader Effectiveness
Author: Paul J. KatnikPublisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 95
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.
American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Book Description
A Policy Analysis of Missouri's Performance Based Teacher Evaluation Pilot
Author: Tammy BunchPublisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 250
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.
MISSOURI TEACHERS, ADMINISTRATORS, AND SUPERINTENDENTS' PERCEPTIONS OF TEACHER PERFORMANCE PAY
Author: Julie B. RouthPublisher:
ISBN:
Category : Merit pay
Languages : en
Pages : 230
Book Description
A Study of Principals' and Teachers' Perceptions of and Attitudes Toward the Evaluation of Teachers
Author: Michael Andrew LowerPublisher:
ISBN:
Category : Teaching
Languages : en
Pages : 606
Book Description
Abstract: There were two major objectives achieved in conducting this study. The first major objective was to provide an updated description of the teacher evaluation process in public school systems in the State of Ohio by determining the current perceptions and attitudes of principals and teachers toward the evaluation of teachers. Specifically, the following aspects of the teacher evaluation process were described and compared for principals and teachers--- the structure of the evaluation process, the criteria of the evaluation, the uses of evaluative information, principals' and teachers' attitudes toward the evaluation process, and the strengths and weaknesses of the evaluation process. This study also provided and compared principals' and teachers' actual and ideal perceptions about criteria of the evaluation and uses of evaluative information. In addition, the evaluative criteria and uses of evaluative information that principals and teachers perceived need to be utilized more in the teacher evaluation process were identified. The perceptions of principals and teachers were found to be different for a majority of areas surveyed. The second major objective in conducting this study was to provide an exploratory, empirical testing of the relationship of five important elements of the teacher evaluation process (the utilization of evaluation conferences, the manner in which evaluative goals are established, the use of teacher self-evaluation, the extent of evaluator training, and the use of multiple evaluators and/ or multiple sources of evaluative information) to five areas of professional concern about the teacher evaluation process or perceived areas of weakness of the teacher evaluation process (the adequacy of teacher input provided by the evaluation process, the technical quality of the evaluation, the fairness of the evaluation process, confidence in the evaluation process, and the usefulness of the evaluation process in improving teacher performance). Specifically here, the perceptions of respondents in the categories utilized were examined separately for principals and teachers to ascertain the perceived relationship of these five elements of the teacher evaluation process to the areas of concern about the teacher evaluation process or perceived areas of weakness of the teacher evaluation process. Teachers were found to be very much in agreement with theoretical relationships investigated, while principals were in agreement to a more limited extent. The information gleaned from achieving these two major objectives of the study should prove useful to a variety of educational audiences.
Teacher and Principal Perceptions of a New Evaluation Program for Teachers
Author: Ruth Shannon Finnegan (Ph.D.)Publisher:
ISBN:
Category : Teacher-principal relationships
Languages : en
Pages : 169
Book Description
The ability to evaluate teachers accurately is indispensable for both the development of effective teachers and for student achievement. In this era of accountability, it is important school districts develop evaluation systems that comply with the propriety, utility, feasibility, and accuracy standards of the Joint Committee on Standards for Educational Evaluations. This study focused on a process evaluation of a new teacher evaluation program. While previous studies have been conducted from the teachers or the evaluators perspectives, this study examined both perspectives. More than 1,500 teachers and 41 principals were invited to complete an online instrument modified from surveys conducted by Hopkins and Stronge. Of concern to the teachers and principals was the accuracy of the new evaluation program, they did not see the value and validity of using SLOs to improve teaching practices to increase learning, and teachers slightly favored using the professional practices component more than the SLO component of the evaluation. Using SLO data in teacher evaluation is an unknown dynamic for teachers; therefore, school administrators need to understand how teachers perceive this change as it relates to teacher support of the new evaluation process. If districts are to safeguard the fidelity, implementation, and sustainability of new evaluation programs for teachers, districts must acknowledge the influence teacher perceptions have on endorsing implementation efforts toward change. Teachers' perceptions toward adjusting instructional practices to align with the standards and criteria of new evaluation programs can either hinder or ensure program implementation.
Author: Wanda Jean Curry