Does Standards-Based Teacher Evaluation Improve Schools: An Investigation of Teacher Perceptions of Appraisal Systems

Autor/in	Batchelor, Joseph Albert
Titel	Does Standards-Based Teacher Evaluation Improve Schools: An Investigation of Teacher Perceptions of Appraisal Systems
Quelle	(2008), (106 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Mentors; Teacher Evaluation; Collegiality; Educational Change; Evaluation Methods; Standards; Private Schools; Academic Achievement; Educational Improvement; Teacher Improvement; Faculty Development; Teacher Collaboration; Comparative Analysis; Classroom Environment; Teaching Skills; Teacher Responsibility; Planning; Religious Education + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Kollegialität; Bildungsreform; Standard; Private school; Privatschule; Schulleistung; Teaching improvement; Unterrichtsentwicklung; Lehrerkooperation; Klassenklima; Unterrichtsklima; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrverpflichtung; Ablaufplanung; Planungsprozess; Kirchliche Erziehung; Religionserziehung; Religionspädagogik
Abstract	Three years after implementing a standards-based teacher evaluation system in a private K-12 school, research was conducted to determine what attitudes and perceptions teachers had on the effectiveness of the system. The survey includes questions about the teacher evaluation process and the goals of the test school in implementing the process. The goals for adopting the standards-based teacher evaluation system were (1) increasing student learning, (2) improving instruction, (3) developing a mentoring program, (4) focusing professional development, and (5) facilitating collegiality. The sample for the survey included 87 teachers (group AB) from schools in the Southeast, of which 21 (group B) were from the test school. The other 66 teachers (group A) were used as a control group for comparative purposes. The research concluded that teachers in groups A and B largely agree that their teacher evaluation programs are effective and thorough. Few statistically significant differences emerged between group A and B with respect to perceptions of teacher evaluation processes. However, there were significant differences found between groups A and B with respect to mentoring programs and professional development programs. It was found that goals for developing mentoring programs and focusing professional development were not yet achieved in the test school. Appended are: (1) Standards-Based Teacher Evaluation System for Test School; and (2) Survey used to acquire data for this study. (Contains 42 tables, 1 figure, and 20 endnotes.) [M.Ed., Cedarville University.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10