› › Teacher And Administrator Perceptions Toward The Teacher Evaluation Within A Suburban School Disctrict In Pennsylvania

Teacher and Administrator Perceptions Toward the Teacher Evaluation Within a Suburban School Disctrict in Pennsylvania

Author : Stephen A. Catrambone

Publisher :

Page : 125 pages

File Size : 50,92 MB

Release : 2012

Category : Teacher-administrator relationships

ISBN :

Get eBook

Book Description

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.



Teacher and Administrator Perceptions of Danielson's Framework for Teaching Supervisory Process

Author : Dana J. Edwards

Publisher :

Page : 113 pages

File Size : 23,65 MB

Release : 2014

Category : Teacher effectiveness

ISBN :

Get eBook

Book Description

This study examined teachers' and administrators' perceptions of Danielson's Framework for Teaching supervisory process. Three suburban public school districts in southeastern Pennsylvania were the focus of this study. Teachers (48) and administrators (24) were questioned through online questionnaires with Likert-type scale statements, open-ended questions, and individual interviews. The research instruments enabled the researcher to focus on the following topics: (a) the benefits of Danielson's Framework for Teaching, (b) the impact of Danielson's Framework for Teaching, and (c) improvements that can be made to Danielson's Framework for Teaching. The findings of this study indicated that Danielson's Framework for Teaching is a supervisory process that encourages academic achievement and professional growth. Teachers and administrators reported being much more comfortable with this supervisory process when compared to those that were used previously. In addition, participants indicated the Framework provides for common language and objective components, which allow for professional discussion focused on student achievement and professional growth. An area of concern that was revealed in the study is the substantial time commitment required for the Framework to be implemented with fidelity in all schools with all professional staff. The Pennsylvania Department of Education piloted the new teacher evaluation system called the Teacher Effectiveness Project over three years starting with the 2010-2011 school year. Beginning with the 2013-2014 school year, the four domains indicated in Danielson's Framework for Teaching supervisory process account for 50% of each teacher's evaluation in the new system. With Danielson's Framework for Teaching being such a new process, teachers and administrators must understand the most recent research in this area to increase its effectiveness on student achievement and professional growth. However, further research is still needed in Pennsylvania to identify the Framework's strengths and weaknesses over time.



Teachers and Administrators Perceptions of Assessment and Grading Practices at the Elementary Level

Author : Shawn T. Fitzpatrick

Publisher :

Page : 111 pages

File Size : 43,80 MB

Release : 2012

Category : Elementary school teachers

ISBN :

Get eBook

Book Description

This research study utilized a qualitative approach to explore teacher and administrator perceptions regarding assessment and grading practices in elementary schools, as well as administrators' perceptions about grading practices that occur within their buildings. Fifty-eight teachers from two rural school districts in eastern Pennsylvania agreed to participate in the study. Data were determined using researcher-designed surveys and two separate sets of interviews: one with individual teachers and one with individual administrators. The researcher found a consistent trend of teachers who often questioned their own delivery when students failed. Most surprising to the researcher was the disparity of grading practices among teachers at the same grade level in the same building. No participants indicated participation in any recent professional development relative to grading. Again, none of the participants were able to recall any recent conversations about policy related to grading, specifically to address the recognition of homework, effort, and/or attendance. The results of the study showed minimal professional development relative to grading, as well as limited consistency in assessment and grading practices within elementary classrooms in rural districts. The study provided evidence that teachers and administrators often make decisions about grading based on philosophical views, not current research. Effective accountability practices begin with consistent professional development trainings and written policies that govern all aspects of the assessment and grading process.





Teacher Perceptions of the Pennsylvania Educator Effectiveness System and Its Impact on Instructional Practices

Author : Matthew W. Walsh

Publisher :

Page : 108 pages

File Size : 42,66 MB

Release : 2017

Category : Education

ISBN :

Get eBook

Book Description

Recent state and national reforms in teacher supervision and evaluation have been implemented to increase student achievement and to improve instructional practices. This qualitative study examines the perceptions of elementary teachers in three suburban Pennsylvania school districts regarding the current teacher evaluation system, also known as the Pennsylvania Educator Effectiveness program, implemented in their district, as well as a new model of teacher supervision connected to Danielson’s Framework for Teaching standards. To fully evaluate this new system from the teachers’ perspective, this study incorporates a qualitative approach that relies on anonymous survey data and provides insights on strengths and limitations of the current evaluation process. The study includes a teacher questionnaire (n = 45) conducted online via Survey Monkey. This research uncovers evidence which supports the idea that the Framework for Teaching has a positive effect on instructional strategies, especially on student engagement and assessment strategies. The research conducted to answer two guiding research questions formulated by the author sheds light on the observation and subsequent feedback process, and provokes discussion about the strengths and areas for improvement to supervisors and administrators as they implement the Pennsylvania Educator Effectiveness system.



Administrator and Teacher Perceptions about the Effect of Peer Coaching on Instruction and Student Achievement in the Secondary Classroom

Author : Katherine J. Hough

Publisher :

Page : 160 pages

File Size : 41,92 MB

Release : 2013

Category : Follow-up in teacher training

ISBN :

Get eBook

Book Description

This study examined teachers' and administrators' perceptions of the effect of the peer coaching model on individual instruction and student achievement in the secondary classroom. One south central Pennsylvania suburban school district was the focus of this case study. Teachers and administrators at the junior high school and the senior high school were questioned through online surveys with both Likert scale statements and open-ended questions and individual interviews. Data instruments were used to ask teachers and administrators about the current peer coaching model at their school, the concept of teachers working with teachers to improve instruction, and the effect of peer coaching on student achievement. Teachers and administrators reported instructional improvement and student academic success with the current peer coaching model. Teachers reported being much more comfortable working with trusted colleagues through the peer coaching model; these pairings help to improve instruction by providing beneficial feedback on instruction and student learning. Ultimately, the goal of peer coaching is to improve instruction and increase student achievement. While the teachers and administrators in this study reported that student achievement did increase because of the peer coaching model, more concrete data is needed to support the use of peer coaching. The teachers and administrators in this study reported that the peer coaching model has potential but only when genuine effort is given. Teachers and administrator participants reported that if teachers are not committed to improving their practices, peer coaching and any other supervision model may fail. Peer coaching plays an important role in the state's new system for supervising and evaluating teachers. The Pennsylvania Department of Education introduced a new teacher evaluation system called the Teacher Effectiveness Project in 2013. The new system will be implemented at the start of the 2013-2014 school year. Full implementation of teacher evaluation system with a percentage of each teacher's score connecting to student data will begin in 2014-2015. Supervision options offered to teachers as part of this project will include action research, professional portfolio, and peer coaching. Currently in one south central Pennsylvania county, peer coaching is an underutilized model of supervision. With the new evaluation mandates, teachers must take advantage of resourceful options for improving instruction and increasing student achievement.



A Study of the Pennsylvania Framework for Leadership

Author : Nicole M. Harvey

Publisher :

Page : 312 pages

File Size : 12,91 MB

Release : 2017

Category : Education

ISBN :

Get eBook

Book Description

This study examined the perceptions of principals in a suburban southeastern Pennsylvania county regarding the Framework for Leadership evaluation process. This explanatory sequential mixed-methods multiple case study was designed to explore and explain the relationship among the collection of evidence, the providing of feedback, and the principal's perception of the Framework for Leadership. The Framework for Leadership was first implemented during the 2014-2015 school year, and to date there is no existing research on the extent to which it is improving principal practice. Improved principal practices lead to increased student achievement. The first phase of the study included quantitative data collected from 40 principals via an electronic survey questionnaire about how they perceive the evaluation process through the use of a published survey, the Teacher Evaluation Profile (TEP). The TEP is designed to better understand teachers' experiences with the evaluation process and can be applied to principals' experiences with the evaluation process as well. Therefore, this study used a revised version of the TEP named the Principal Evaluation Profile (PEP). The second phase of the study included qualitative data collected from three school districts during focus group interviews. The three focus groups each contained two to three principals from the same district and consisted of one group in each of the following areas: highest average perceptions of the evaluation process, lowest average perceptions of the evaluation process, and neutral average perceptions about the evaluation process. The qualitative data was used to further explain the quantitative data in order to study principal perceptions of the Framework for Leadership evaluation process.



Teacher Attitudes

Author : Marjorie Powell

Publisher : Routledge

Page : 353 pages

File Size : 31,26 MB

Release : 2018-06-12

Category : Education

ISBN : 0429944489

Get eBook

Book Description

Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.



The Impact of Pennsylvania's Educator Effectiveness System on Building Administrators' Supervision and Evaluation of Teachers

Author : Jeffrey T. Smecker

Publisher :

Page : 127 pages

File Size : 31,13 MB

Release : 2016

Category : Educational evaluation

ISBN :

Get eBook

Book Description

In acknowledgement of research related to the deficits of traditional teacher evaluation systems, the Pennsylvania Department of Education developed the Educator Effectiveness System (EES) as a comprehensive multiple measures teacher evaluation system (MMTES) requiring building administrators to evaluate teachers using evidence-based observations and a variety of measures indicating teacher contributions to student achievement (Pennsylvania Department of Education, 2014). The purpose of this qualitative research study was to examine the perceptions of building level administrators related to the impact of the implementation of Pennsylvania's EES on their supervision and evaluation of teachers. Qualitative data in the form of survey responses and personal interviews were collected from participating building administrators throughout 15 public school districts in southcentral Pennsylvania to determine the impact of evidence-based observations, the impact of using SLO, PVAAS and SPP data as measures of teacher effectiveness, and the need for additional supports and professional development for administrators working within the EES. The analysis of the data collected during this study indicated building administrators believed Pennsylvania's EES has helped them become more overall effective supervisors and evaluators, mainly due to positive impacts of using evidence-based observation methods. Building administrators reported positive and negative impacts of the use of SLO, PVAAS, and SPP data as measures of teacher effectiveness. Additional time to complete tasks associated with the EES and training related to the use of student growth and achievement data were identified as needed supports.



Teacher Evaluation in Practice

Author : Jennie Y. Jiang

Publisher : Consortium on Chicago School Research

Page : 24 pages

File Size : 33,28 MB

Release : 2014-11-20

Category :

ISBN : 9780989799485

Get eBook

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.