Author: Daniel Martin RushingPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 232
Book Description
An Examination of Mississippi Public School Teachers' Perceptions of the Effectiveness of Their Professional Development Experiences in Raising Student Achievement
Author: Daniel Martin RushingPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 232
Book Description
Teacher Perceptions of the Mississippi Teacher Evaluation System
Author: Lois A. KapplerPublisher:
ISBN:
Category :
Languages : en
Pages : 176
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.
Teacher Evaluation
Author: Anthony J. ShinkfieldPublisher: Springer Science & Business Media
ISBN: 9400917961
Category : Education
Languages : en
Pages : 406
Book Description
Teacher Evaluation: Guide to Professional Practice is organized around four dominant, interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models. The book draws heavily on research and development conducted by the Federally funded national Center for Research on Educational Accountability and Teacher Evaluation (CREATE). The reader will come to grasp the essence of sound teacher evaluation and will be able to apply its principles, facts, ideas, processes, and procedures. Finally, the book invites and assists school professionals and other readers to examine the latest developments in teacher evaluation.
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 594
Book Description
Resources in Education
Author: Research in Education
Author: Improving Student Achievement
Author: Russell HenkePublisher: DIANE Publishing
ISBN: 0756705517
Category :
Languages : en
Pages : 141
Book Description
International Summit on the Teaching Profession Valuing our Teachers and Raising their Status How Communities Can Help
Author: Schleicher AndreasPublisher: OECD Publishing
ISBN: 9264292691
Category :
Languages : en
Pages : 116
Book Description
There is increasing recognition that teachers will play a key role in preparing students for the challenges of the future. We expect teachers to equip students with the skill set and knowledge required for success in an increasingly global, digital, complex, uncertain and volatile world.
The Relationship Between the Effective Schools Characteristics, Collective Teacher Efficacy, and Student Achievement in High Poverty, High Minority Populated Elementary Schools in Mississippi
Author: Sherry Hall ShepardPublisher:
ISBN:
Category :
Languages : en
Pages : 200
Book Description
Abstract: The purpose of this study was to determine whether statistically significant relationships exist between the independent variables of the characteristics of effective schools and collective teacher efficacy and the dependent variable student achievement. The study was conducted in 30 elementary schools representative of high poverty, high minority populated schools in Mississippi. The dependent variable for the study, student achievement, was measured using the School Performance Classification (SPC) assigned to each school by the Mississippi Department of Education. The independent variables for the study, the characteristics of effective schools and collective teacher efficacy, were measured using two instruments, the School Effectiveness Questionnaire (Baldwin, Coney, Fardig, & Thomas, 1993) and the Collective Efficacy Scale (Goddard, Hoy, & Woolfolk, 2000). These instruments gauged the teachers' perceptions of the degree to which each of the factors included in the study were present in the schools. The school was the unit of measure. The population consisted of 198 high poverty, high minority populated elementary schools located throughout Mississippi. A proportional stratified random technique was used to select the final sample for the study. A univariate correlational analysis was conducted to determine the strength of relationships between variables. Additionally, multiple regression was used to determine the multiple correlations among the variables. The study concluded that the characteristics of effective schools and collective teacher efficacy model is a strong predictor of student achievement. Further, the findings showed that collective teacher efficacy, clear and focused mission, and high expectations for success were significant predictors for student achievement in the model. As a result of the analysis of the data from the study, the following recommendations for further research are proposed: (1) A study that examines more closely the relationship between collective teacher efficacy and student achievement. (2) A study that focuses on schools that have implemented a school improvement program based on characteristics of school effectiveness. (3) A study that examines the relationship between the principal's perception of the degree to which characteristics of effectiveness are present in the school and the teachers' perception of the degree to which characteristics of effectiveness are present in the school.
Curriculum-Based Professional Learning in Early Childhood Education: Conceptualization, Implementation and Evaluation
Author: Weipeng YangPublisher: Frontiers Media SA
ISBN: 2832531962
Category : Science
Languages : en
Pages : 121
Book Description