Teachers' Perceptions of Their Supervisors' Feedback on Their Professional Growth and Collaboration Throughout the Teacher Evaluation Process
Title | Teachers' Perceptions of Their Supervisors' Feedback on Their Professional Growth and Collaboration Throughout the Teacher Evaluation Process PDF eBook |
Author | Jennifer Miller |
Publisher | |
Pages | 103 |
Release | 2015 |
Genre | 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.
Gathering Teacher's Perceptions of Evaluator Feedback
Title | Gathering Teacher's Perceptions of Evaluator Feedback PDF eBook |
Author | Trudy L. Cherasaro |
Publisher | |
Pages | 8 |
Release | 2016 |
Genre | |
ISBN |
In response to initiatives to increase educator effectiveness states throughout the nation are placing greater emphasis on teacher evaluation tools that differentiate teacher effectiveness and include timely and constructive feedback. One of the three principles of the Elementary and Secondary Education Act (ESEA) flexibility waivers requires that states develop and implement teacher evaluation and support systems that "provide clear, timely, and useful feedback, including feedback that identifies needs and guides professional development" (U.S. Department of Education, 2012, p. 6). As states and districts begin to develop and implement new teacher evaluation systems, they need to identify ways to use evaluation findings to provide individualized feedback that will facilitate professional development (Kane & Staiger, 2012). In response to these needs REL Central developed a research project in collaboration with members of the educator effectiveness research alliance to examine perceptions of evaluator feedback. This presentation will describe efforts to develop and test a survey to gather teacher's perceptions of the feedback they receive from their evaluators, specifically their perceptions of usefulness, accuracy, and credibility of the feedback. The presentation provides information on the iterative process used to develop and test the survey and will also describe how the survey is being used in research and evaluation efforts. One table and two figures are appended. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.].
Teacher Self-Supervision: Why Teacher Evaluation Has Failed and What We Can Do About it
Title | Teacher Self-Supervision: Why Teacher Evaluation Has Failed and What We Can Do About it PDF eBook |
Author | William Powell |
Publisher | John Catt |
Pages | 161 |
Release | 2015-11-08 |
Genre | Education |
ISBN | 1398383511 |
Many, perhaps even most schools, are not reaching their potential to be places of collective learning. The authors believe that one of the greatest impediments to realizing this vision is the deleterious effect of traditional systems of teacher evaluation. Rather than infantilizing teachers, we need to empower them. Traditional forms of teacher evaluation have failed. They are riddled with negative expectations about teachers and what motivates them. Taken together, these underlying assumptions form a pernicious cloud of counterproductive expectations that many teachers will "live down to". Inadvertently, the traditional system of teacher evaluation has created a vicious cycle of "self-sealing logic." It is now time for teachers to reclaim their profession, the process of which involves a relentless focus on adult learning: professional learning that is self-directed. The more dynamic and stimulating the culture of adult learning, the more dynamic and stimulating student learning will be.
Perceptions of Teachers and Administrators Regarding the Teacher Evaluation Process
Title | Perceptions of Teachers and Administrators Regarding the Teacher Evaluation Process PDF eBook |
Author | Joy Davis Sheppard |
Publisher | |
Pages | 67 |
Release | 2013 |
Genre | Electronic dissertations |
ISBN |
Author's abstract: Teacher evaluations can be a tool for increasing teacher effectiveness and accountability if it is determined how evaluations can be best used. According to current literature, this is not the case. It is more pertinent than ever that administrators use evaluations to strengthen marginal teachers and further develop skills of teachers who are already proficient. However, few studies exist pertaining to teacher and administrator perceptions of teacher evaluation effectiveness and even fewer focus Georgia teacher evaluations. The purpose of this descriptive study was to investigate perceptions of the teacher evaluation process held by teachers and administrators in southeast Georgia so that improvements to the teacher evaluation process could be considered. Survey data were collected (277 teachers and 12 administrators) representing three rural school districts in southeast Georgia. Data collection tools included the Teacher Evaluation Profile for Teachers and Administrators. Both included questions that participants rated based on a Likert-type scale. In addition to the Likert-types questions, one-open ended question was included that allowed teachers and administrators to reflect upon the current process for teacher evaluation used in their systems. Findings from both the Likert-type response questions and the open-ended question were analyzed with comparative differences between the survey and the open-iiended response data. Data were analyzed by position (teacher and administrator). Responses on the survey questions were positive from both teachers and administrators. A large number of teachers (43.73%) indicated that the evaluation process in their system was average and that these evaluations had a strong impact on professional practices (20.15%). According to teachers, the strongest attribute of the evaluation process was that the feedback focused on the standards whereas administrators indicated that the timing of the feedback was the greatest attribute of the evaluation process. In addition, administrators believed that teacher evaluations have the greatest impact on student learning. This study demonstrated that both teachers and administrators are reasonably satisfied with the teacher evaluation process. This study resulted in limited findings that would indicate a complete overhaul of the evaluation process, but it suggests that minor changes could be made to enhance the overall usefulness of teacher evaluations.
Educators' Perceptions of a New Teacher Evaluation System in One School District
Title | Educators' Perceptions of a New Teacher Evaluation System in One School District PDF eBook |
Author | Dyanne L. Kerecman |
Publisher | |
Pages | 242 |
Release | 2006 |
Genre | Teachers |
ISBN |
This case study investigated the impact of a new system of teacher supervision and evaluation in one suburban PK-12 school district. The study was conducted in two phases to analyze the perceptions of teachers and supervisors regarding the implementation of the new differentiated system and its impact on professional growth and the improvement of instruction.
Resources in Education
Title | Resources in Education PDF eBook |
Author | |
Publisher | |
Pages | 760 |
Release | 2001 |
Genre | Education |
ISBN |
Performance-Based Assessment in 21st Century Teacher Education
Title | Performance-Based Assessment in 21st Century Teacher Education PDF eBook |
Author | Winter, Kim K. |
Publisher | IGI Global |
Pages | 295 |
Release | 2019-03-01 |
Genre | Education |
ISBN | 1522583548 |
Performance-based assessments can provide an adequate and more direct evaluation of teaching ability. As performance-based assessments become more prevalent in institutions across the United States, there is an opportunity to begin more closely analyzing the impact of standardized performance assessments and the relationship to variables such as success entering the workforce, program re-visioning for participating institutions, and the perceptions and efficacy of teacher candidates themselves. Performance-Based Assessment in 21st Century Teacher Education is a collection of innovative research that explores meaningful and engaging performance-based assessments and its applications and addresses larger issues of assessment including the importance of a balanced approach of assessing knowledge and skills. The book also offers tangible structures for making strong connections between theory and practice and offers advice on how these assessments are utilized as data sources related to preservice teacher performance. While highlighting topics including faculty engagement, online programs, and curriculum mapping, this book is ideally designed for educators, administrators, principals, school boards, professionals, researchers, faculty, and students.