Teachers' Perceptions of Current Evaluation Practices in Three Rural School Districts in Mississippi PDF Download

Author: Derrick Dwayne Davis
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 286

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Author: Lois A. Kappler
Publisher:
ISBN:
Category :
Languages : en
Pages : 176

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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: Steven Douglas Hampton
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 121

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The focus of this study was to measure teachers' perception of the validity, reliability, feedback given from the Mississippi Statewide Teacher Appraisal Rubric (MSTAR) evaluation system, and their overall perception of the M-STAR evaluation system. This was a quantitative study that investigated whether or not a statistically significant difference existed between; teachers' years of teaching experience, teachers' teaching in a tested or non-tested subject, total number of M-STAR observation, and teachers' amount of M-STAR training or professional development time; and teachers' perception of the M-STAR's validity, perception of M-STAR's reliability, perception of the feedback given by M-STAR, and the teachers' overall perception of the M-STAR teacher evaluation system. A 40 statement survey instrument was developed to obtain quantitative data related to teacher perceptions of the M-STAR teacher evaluation system. A five-point scale ranging from Strongly Agree to Strongly Disagree with an option of no opinion or not enough information to respond was used. To test the hypotheses of this study, a multivariate analysis of variance (MANOVA) was utilized to determine statistical significance. A better understanding of the perceptions held by teachers concerning the M-STAR teacher evaluation system in hopes that this better understanding will inform the use of the current system and the design of future systems. --Page ii.

Author: Andrae R. Sims
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 93

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The purpose of this quantitative study was to examine the extent to which teachers at low-performing elementary schools in rural settings perceive instructional resources to be influential to their classroom instruction. Secondly, the study examined the extent to which teachers at low-performing elementary schools in rural settings perceive interim assessment data as effective for improving student achievement. In addition, the study explores if professional development affects teachers’ perceptions of interim assessments at low-performing elementary schools in rural settings. There were 125 teachers of grades third through sixth grade in this research study. Teachers received A 5-point Likert scale survey about instructional resources, interim assessments, and professional development. Using descriptive statistics, the results of Research Question 1 showed that teachers considered interim assessments to be one of the least influential instructional resources for classroom instruction. Research Question 2 was analyzed using descriptive statistics and one sample t test. The results showed that teachers agreed that interim assessments were helpful in planning instruction and measuring how much students have learned. Research Question 3, analyzed with correlative analysis, showed a weak relationship between professional development on interim assessments and teachers’ perceptions. However, teachers at schools with instructional coaches reported significant relationships between job-embedded professional development and perceptions of interim assessments. One recommendation is that teachers have more significant input in the design and approval of interim assessments. In addition, schools should utilize building-level instructional coaches to assist teachers in using interim assessments data for adjusting classroom pedagogy. Future research, this study should be replicated once the Covid-19 pandemic is over and schools operate in a more normal setting. Also, future researchers should employ qualitative methods to analyze teachers’ perceptions in future research further.

Author: Daniel Martin Rushing
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 232

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Author: Kelisha Stamps
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Category :
Languages : en
Pages : 0

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Environmental education (EE) and outdoor instruction are essential to understanding and addressing different environmental issues in school communities. This study investigated Mississippi teachers' perceptions on environmental education and outdoor instruction during 2020-2021. A state-wide survey and follow-up interview were conducted to examine their thoughts about environmental education and outdoor instruction and COVID-19 limitations in their classrooms and how that may affect their perceptions. Analysis was conducted using SPSS contingency and frequency tables, Chi-square Test of Independence, and content analysis of qualitative data. The results showed that Mississippi teacher participants believe that environmental education in Mississippi K-12 schools is very important and that outdoor instruction is a good way to learn environmental education. Many participants are interested in teaching classes outdoors but stated that they do not take their classes outside often. Results also documented that participants are concerned about the different limitations they face when teaching classes outdoors.

Author: Steven E. Kolden
Publisher:
ISBN:
Category : Job evaluation
Languages : en
Pages : 578

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Author: Sarah Blackburn
Publisher:
ISBN:
Category :
Languages : en
Pages : 140

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Author: Marcell Burchfield
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 550

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 554

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