Evaluation, Supervision, and Staff Development under Mandated Reform: The Perceptions and Practices of Rural Middle School Principals

Autor/inn/en	Eady, Charlotte King; Zepeda, Sally J.
Titel	Evaluation, Supervision, and Staff Development under Mandated Reform: The Perceptions and Practices of Rural Middle School Principals
Quelle	In: Rural Educator, 28 (2007) 2, S.1-7 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-446X
Schlagwörter	School Schedules; Middle Schools; Teacher Effectiveness; Supervision; Standardized Tests; Program Effectiveness; Educational Change; Staff Development; Principals; Case Studies; Administrator Attitudes; State Legislation; Interviews; Administrator Responsibility; Educational Finance; Financial Support; Teacher Evaluation; Community Development; School Community Relationship; Rural Schools; Georgia + Suchen Sie Ihr Suchwort? Schulzeiteinteilung; Middle school; Mittelschule; Mittelstufenschule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Standadised tests; Standardisierter Test; Bildungsreform; Personnel development; Personalentwicklung; Principal; Schulleiter; Case study; Fallstudie; Case Study; Landesrecht; Interviewing; Interviewtechnik; Bildungsfonds; Finanzielle Förderung; Teacher appraisal; Lehrerbeurteilung; Community; Development; Entwicklung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	The perspectives of three rural middle school principals as they implement Georgia's A Plus Education Reform Act of 2000 were investigated in this study. A case study approach was used, employing both within case and cross case analyses. Three interviews were conducted with each of the three participants, resulting in a total of nine interviews. Five perspectives emerged from the data: (1) Evaluation of teacher effectiveness can be indicated only by the results of standardized tests, (2) Supervision consists of classroom visits and observations, (3) Ruralness affects how staff development is delivered, (4) Lack of funding limits the effectiveness of the staff development component of teacher evaluation, and (5) Implementation of A Plus adversely affects the traditional middle school schedule. (Author).
Anmerkungen	National Rural Education Association. Rural Educator, University of Nevada, Las Vegas, 4505 Maryland Parkway Box 453002, Las Vegas, NV 89154-3002. Tel: 702-895-3478; Fax: 702-895-3492; e-mail: ruraleducator@ccmail.nevada.edu; Web site: http://www.unlv.edu/journals/ruraleducator/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10