An Analysis of Perceptions of Tennessee Public School Teachers, Building-level Administrators and Central Office Administrators Toward Teacher Evaluation PDF Download

Author: Samuel Lawson Houston
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 254

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Author: David John Lomascolo
Publisher:
ISBN:
Category : Educational law and legislation
Languages : en
Pages : 190

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This concurrent mixed methods study examined principal perceptions of the teacher tenure law in Tennessee. The study examined the perceptions of K-12 public school principals toward the Tennessee teacher tenure law under Senate Bill 1528 and how principals perceived that the law has affected their ability to evaluate and retain effective teachers. The investigation followed a concurrent mixed methods design (QUAN + QUAL). The Tennessee Teacher Tenure Principal Perception Survey was adopted and slightly modified from Davidson’s (1998) study of principal perceptions of teacher tenure in Tennessee. At the conclusion of data analysis, findings were integrated and triangulated through Hess’ (1999) political attractiveness of reform framework. Quantitative results found that the majority of principals have positive perceptions of the Tennessee teacher tenure law. Interviews with principals added insight to the findings of the quantitative phase and integrated findings affirmed quantitative results. Principals characterized the teacher tenure law has having a positive impact on their ability to evaluate and retain effective teachers despite having some barriers associated with the teacher evaluation system. While principals expressed positive perceptions of the overall evaluation and tenure system, principals generally felt that tenure is no longer a valuable construct and holds little negative influence over their ability to evaluate, retain, or dismiss teachers just so long as they are doing their jobs as principals. Previous levels of controversy and visibility that once surrounded tenure prior to the law’s change in 2011 have withered and the new system is perceived to be having a positive impact on the quality of education in Tennessee. Results indicated that future reform efforts by the state should focus on collecting principal perceptions for ways to improve upon barriers currently facing implementation of the teacher evaluation system. The study concludes with a model for helping predict the success of reform in Tennessee and provides implications for its use along with recommendations for future research. Results from this study highlight that future research and reform should focus on the use of stakeholder and principal perception data in policy initiatives and education agendas at the school building, community, and state levels.

Author: Timothy R. Setterlund
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 232

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Author: Maxine Johnson Stewart
Publisher:
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Category : Teacher-principal relationships
Languages : en
Pages : 274

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Author: William F. Schaefer
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 352

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Author: Sabrina Stephens
Publisher:
ISBN:
Category : Classroom environment
Languages : en
Pages : 0

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Teacher evaluations have a substantial impact on student achievement. Students rely on their teachers to provide them with the necessary knowledge and skills to succeed in today’s ever- changing world. Teachers are required to meet the needs of every student and perform to the best of their ability. Administrators support and evaluate teachers to help them make important decisions about their instructional practices. The purpose of the current study explored teacher and administrator perceptions of teacher evaluation ratings and its impact on classroom instruction. The current study utilized the principle of personal mastery as it assessed the impact teacher evaluations have on teacher practices during classroom instruction. A qualitative research design was used to collect and analyze survey data from Georgia teachers and school-level administrators.

Author: Jane Ford-Brocato
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 162

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Author: Tennessee. Department of Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 45

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In the summer of 2011, the Tennessee Department of Education contracted with the National Institute for Excellence in Teaching (NIET) to provide a four-day training for all evaluators across the state. NIET trained more than 5,000 evaluators intensively in the state model (districts using alternative instruments delivered their own training). Evaluators were required to pass an inter-rater reliability exam, in which they viewed video recordings of teachers delivering lessons and rated them to ensure they understood the distinction between differing levels of performance. Implementation of the evaluation system began at the start of the 2011-12 school year. The department made a concentrated effort to solicit and encourage feedback, meeting with teachers and administrators across the state. Educators voiced both strengths and concerns about various facets of the teacher evaluation process and implementation. Legislators also received feedback from their constituents and shared information with department officials. The department and others heard positive comments from administrators about improvements in the quality of instruction in classrooms and also heard concerns about particular facets of the system. As implementation continued through the first semester of the school year, it became clear that satisfaction with the evaluation system varied considerably from district to district, driven largely by district- and school-level leadership. While administrators continued to tout the system's impact on instruction, the public discussion about teacher evaluation began to detract from the real purpose of the evaluation system: improving student achievement. In response, Governor Haslam, supported by legislative leadership, tasked the State Collaborative on Reforming Education (SCORE) with conducting an independent review of the system through a statewide listening and feedback process and producing a report to the State Board of Education and department outlining a range of policy considerations. In addition, the Governor announced his support of House Joint Resolution (HJR) 520, which ultimately was adopted by the General Assembly. This resolution directed the department to follow through on its commitment to seek feedback, conduct an internal review of the evaluation system, and provide a report with recommendations to the House and Senate Education Committees by July 15, 2012. Through its feedback gathering process, common themes have emerged: (1) Administrators and teachers--including both supporters and opponents of the evaluation model--believe the TEAM rubric effectively represents high-quality instruction and facilitates rich conversations about instruction; (2) Administrators consistently noted that having school-wide value-added scores has led to increased collaboration among teachers and a higher emphasis on academic standards in all subjects; (3) Administrators and teachers both feel too many teachers have treated the rubric like a checklist rather than viewing it as a holistic representation of an effective lesson, and both groups feel additional training is needed on this point; (4) Teachers in subjects and grades that do not yield an individual value-added score do not believe it is fair to have 35 percent of their evaluation determined by school-wide scores; (5) Implementation of the 15 percent measure has not led to selection of appropriate measures, with choices too often dictated by teacher and principal perceptions of which measure would generate the highest score rather than an accurate reflection of achievement; (6) Administrators consistently noted the large amount of time needed to complete the evaluation process. In particular, administrators want to spend less time observing their highest performing teachers and more time observing lower performing teachers. Additionally, they feel the mechanics of the process (e.g., data entry) need to be more streamlined and efficient; (7) Both administrators and teachers consistently felt better about the system as the year progressed, in part due to familiarity with the expectations and because of changes that allowed for fewer classroom visits during the second semester; and (8) Local capacity to offer high-quality feedback and to facilitate targeted professional development based on evaluation results varies considerably across districts. (Contains 5 footnotes.).

Author: Stephen A. Catrambone
Publisher:
ISBN:
Category : Teacher-administrator relationships
Languages : en
Pages : 125

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The purpose of this qualitative study was to determine teacher and administrator perceptions toward the teacher evaluation process used within a suburban school district in Pennsylvania. Fifty-eight teachers (28 in elementary school, 9 in middle school, and 21 in high school) and seven administrators (5 principals and 2 assistant principals) participated in the questionnaire portion of the study. Individual interviews with 14 participants (9 teachers and 5 administrators) provided additional insight of their perceptions. Results of the study indicated that participants agreed overall that they deem their district's current evaluation process to be a quality experience. Data also revealed that participants suggested that communication, collaboration, and specific feedback were critical components to an effective teacher evaluation system. Results also indicated that results showed that while teachers see the process as mainly about teacher growth, administrators see the process as mainly about teacher accountability. As a result, teachers would like to continue with the current evaluation system, but administrators would like to see the process changed. The data also revealed that teachers believed the feedback they receive from administrators as average while administrators indicated that they believe the feedback they provide to teachers is very specific and detail oriented.

Author: Van D. Mueller
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 578

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