Author : VerJanis Andrews Peoples
Publisher :
Page : 164 pages
File Size : 24,8 MB
Release : 1991
Category :
ISBN :
Author : Constance Elaine Gibb
Publisher :
Page : 206 pages
File Size : 12,26 MB
Release : 1989
Category :
ISBN :
Author : Kim Marshall
Publisher : John Wiley & Sons
Page : 337 pages
File Size : 31,26 MB
Release : 2009-10-30
Category : Education
ISBN : 0470553995
In this important book, education expert Kim Marshall shows how to break away from the typical and often ineffective evaluation approaches in which principals use infrequent classroom visits or rely on standardized test scores to assess a teacher's performance. Marshall proposes a broader framework for supervision and evaluation that enlists teachers in improving the performance of all students. Emphasizing trust-building and teamwork, Marshall's innovative, four-part framework shifts the focus from periodically evaluating teaching to continuously analyzing learning. This book offers school principals a guide for implementing Marshall's framework and shows how to make frequent, informal classroom visits followed by candid feedback to each teacher; work with teacher teams to plan thoughtful curriculum units rather than focusing on individual lessons; get teachers as teams involved in low-stakes analysis of interim assessment results to fine-tune their teaching and help struggling students; and use compact rubrics for summative teacher evaluation. This vital resource also includes extensive tools and advice for managing time as well as ideas for using supervision and evaluation practices to foster teacher professional development.
Author : Kenneth C. Hendriksen
Publisher :
Page : 132 pages
File Size : 11,35 MB
Release : 1986
Category : Teachers
ISBN :
Author : James Nolan, Jr.
Publisher : Wiley
Page : 0 pages
File Size : 23,7 MB
Release : 2007-09-17
Category : Education
ISBN : 9780470084052
Now in its second edition, this brief yet comprehensive book will help readers develop an effective teacher supervision and evaluation system. It first focuses on classroom supervision and coaching, presenting differentiated supervision and professional development strategies for promoting teacher growth. The book then examines the principles, standards, and procedures for effective teacher evaluation as well as addresses the supervision and evaluation of preservice, novice, and marginal teachers.
Author : Sally J. Zepeda
Publisher : Routledge
Page : 385 pages
File Size : 39,68 MB
Release : 2011-01-11
Category : Education
ISBN : 1317801563
First published in 2012. Routledge is an imprint of Taylor & Francis, an informa company.
Author : Lya Kremer-Hayon
Publisher : Springer Science & Business Media
Page : 250 pages
File Size : 46,22 MB
Release : 2012-12-06
Category : Education
ISBN : 940112194X
In response to the emerging need to develop teachers as professionals who evaluate their own work, this book presents the foundations of self-evaluation as well as self-evaluation models and tools that are likely to help educational practitioners to evaluate their own teaching, and thus raise the level of their professional functioning. The book is intended to serve several groups: student teachers whose socialization into the teaching profession should include the perception of self-evaluation as an inherent part of teaching; the student teachers' supervisors who are expected to help in developing the knowledge and skills that are needed for purposes of self-evaluation; and teachers, school principals, and university instructors in departments of teacher education, who are interested in teacher's growth and in the development of teaching as a profession.
Author : Jennifer Miller
Publisher :
Page : 103 pages
File Size : 43,89 MB
Release : 2015
Category : Teacher-administrator relationships
ISBN :
This qualitative research study examined teachers' perceptions regarding the feedback provided by their supervisor on their instructional practice, the impact of the supervisory model on teachers' professional growth, and the teacher-supervisor relationship. The participants were teachers from a district in southeastern Pennsylvania. There were 61 teachers that participated in this study. A researcher-designed survey, with Likert-scale and open-ended questions, was used to collect data. This survey was approved by an experienced educator panel. To further investigate participants' perceptions, the researcher interviewed 12 teachers utilizing researcher-designed and experienced panel approved questions. The results of this study indicated that teachers perceived the dialogue component of the supervisory process to be valuable. The teachers, who took part in this study, found their most recent observational rating as an accurate representation of their performance. The perceptions of these teachers indicated that teachers valued the feedback from their supervisor because the feedback afforded an opportunity for self-reflection about their instruction or classroom environment. The results of this study also revealed that teacher-supervisor relationships varied for reasons beyond the supervision model in place. The data collected in this study may be helpful for administrators and teachers to analyze their current supervisory model and its subsequent impact on teachers and supervisors.
Author : Jennie Y. Jiang
Publisher : Consortium on Chicago School Research
Page : 24 pages
File Size : 29,34 MB
Release : 2014-11-20
Category :
ISBN : 9780989799485
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.
Author : Damon C. Davis
Publisher :
Page : 212 pages
File Size : 32,7 MB
Release : 2019
Category : Education, Secondary
ISBN :
This mixed-methods study explores and describes the perceptions of public school principals and teachers who participate in the Ohio Teacher Evaluation System (OTES) model. The study examines different types of post-observation feedback delivery and the content of feedback provided by principals to teachers. This study sought to explore the perceptions that teachers and principals have about certain types of post-observation feedback delivery (verbal, written, both, or other) and the content of feedback (Teacher Performance Evaluation Rubric) with respect to impacting instructional practices in the classroom. In the interest of improving instructional practices in classrooms, it is important to understand better the relationship between teachers' and principals' perceptions of post-conference feedback, and whether the method of delivery or content of feedback is perceived as having more of an impact on changing instruction in the classroom. This research study shed light on four themes identified through principal interviews. The themes were as follows: Time, Selecting Content Feedback, Delivering Content Feedback, and Monitoring Instructional Changes. These themes became apparent during the study, through interviewing principals. The study found about one-half to two-thirds of teachers reported a subjective sense that how feedback was delivered influenced the likelihood of implementing instructional changes. Quantitative analysis found no statistically significant relationship between the form of feedback delivery and the likelihood of teachers actually making instructional changes. However, the research data supported that the majority of teachers are making instructional changes following post-observation conferences. Slightly fewer than two-thirds of teachers in the study reported that the changes they made in their classrooms were the result of the content of feedback they received from their principal. Chi-square analysis revealed an overall correspondence between the area in which feedback was provided and the area in which teachers reported making the most instructional changes. The research study supported that when teachers received content feedback, irrespective of how that feedback was delivered, they were more likely to make instructional changes in their classrooms.
