Author: Barbara Jean Swenson HaugePublisher:
ISBN:
Category :
Languages : en
Pages : 440
Book Description
A Study of Teacher Evaluation Practices and Perceived Attitudes of Those Practices by Elementary School Principals in the Twin Cities Metropolitan Area
Author: Barbara Jean Swenson HaugePublisher:
ISBN:
Category :
Languages : en
Pages : 440
Book Description
A Study of the Attitudes of Teachers and Principals Toward Various Aspects of Teacher Evaluation Practices
Author: Andrew Taylor Wayne GaskinsPublisher:
ISBN:
Category : Teachers
Languages : en
Pages : 336
Book Description
Effective Teacher Evaluation
Author: Kenneth D. PetersonPublisher: Corwin Press
ISBN: 1452211779
Category : Education
Languages : en
Pages : 129
Book Description
Enrich the quality of teaching and learning in your school with meaningful teacher evaluations! This is the essential guide for principals who want to improve the teacher evaluation process, develop highly qualified teachers, and improve student achievement levels in their schools. This "hands-on," practical handbook provides principals with specific strategies, including: Using the best objective evidence available Putting the teacher at the center of the process Using multiple data sources which vary by individual teacher Incorporating student achievement data Inspiring ongoing teacher reflection and analysis
Minnesota Elementary School Principal
Author: 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.
A Study of the Congruency Between Teacher Evaluation Practices Preferred by Teachers and Teacher Evaluation Practices in Use by Elementary Principals
Author: Kenneth Edwin UpshawPublisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 386
Book Description
Elementary School Principals' Perceptions of Teacher Evaluation Practices
Author: Paul Travis FriedmanPublisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 220
Book Description
Elementary Music Teachers' and Principals' Perceptions of Music Teacher Evaluation
Author: Heather Jean GoddardPublisher:
ISBN:
Category :
Languages : en
Pages : 504
Book Description
Teacher Evaluation in Practice
Author: Jennie Y. JiangPublisher: Consortium on Chicago School Research
ISBN: 9780989799485
Category :
Languages : en
Pages : 24
Book Description
As part of UChicago CCSR's ongoing study of Chicago Public Schools' new teacher evaluation system, this report looks at teacher and principal perceptions in the second year of implementation. It finds teachers and principals remain positive about the new evaluation system, though less so than in Year 1. This brief, a continuation of the work that began in Teacher Evaluation in Practice: Implementing Chicago's REACH Students, draws on survey data from more than 19,000 teachers and nearly 800 principals and assistant principals to measure their views of REACH (Recognizing Educators Advancing Chicago's Students). REACH replaced the previous checklist system, which rated nearly all teachers as excellent or superior and failed to provide much useful feedback for improving teacher practice.
Principals' Perceptions of Teacher Evaluation Practices in an Urban School District
Author: Shana N. Henry BartonPublisher:
ISBN:
Category : Teachers
Languages : en
Pages : 298
Book Description