A Study of the Marzano Focused School Leader and Teacher Evaluation Models and Student Proficiency and Growth in Middle Schools in a Large Suburban School District in South Florida

Autor/in	Narinesingh, Terrence
Titel	A Study of the Marzano Focused School Leader and Teacher Evaluation Models and Student Proficiency and Growth in Middle Schools in a Large Suburban School District in South Florida
Quelle	In: Education Leadership Review of Doctoral Research, 8 (2020), S.53-72 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-0723
Schlagwörter	Middle Schools; Suburban Schools; Middle School Teachers; Teacher Effectiveness; Middle School Students; Academic Achievement; Achievement Gains; Principals; Administrator Evaluation; Teacher Evaluation; Administrator Effectiveness; Predictor Variables; Educational Practices; Florida + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Student; Students; Schüler; Schülerin; Schulleistung; Achievement gain; Leistungssteigerung; Principal; Schulleiter; Teacher appraisal; Lehrerbeurteilung; Prädiktor; Bildungspraxis
Abstract	The purpose of this study was to investigate whether the Marzano Focused School Leader and Teacher Evaluation Models impacted school leader and teacher effectiveness to increase student proficiency and growth. This quantitative, non-experimental study was conducted using existing data in all middle schools in a large suburban school district in South Florida for 2017-2018. Four research questions guided this study regarding the relationship and predictability among the variables of school leader and teacher instructional practice scores, quantity of observations reported in iObservation® and student proficiency and growth in Florida Standard Assessment (FSA) Developmental Scale Scores (DSS) in English Language Arts (ELA) and Mathematics or corresponding End-of-Course (EOC) assessment. The linear regression analyses indicated that instructional practice was a statistically significant predictor of Grade 6-8 FSA ELA and Mathematics or corresponding EOC performances. The linear regression analyses indicated that there is a relationship between student proficiency and growth as measured by the developmental scale mean scores on FSA ELA and FSA Mathematics or corresponding EOC. These findings were based on data for one school year, and thus caution must be taken when deducing these findings. (As Provided).
Anmerkungen	International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01