School Improvement Through Performance Feedback
Title | School Improvement Through Performance Feedback PDF eBook |
Author | A.J. Visscher |
Publisher | Routledge |
Pages | 259 |
Release | 2013-10-08 |
Genre | Education |
ISBN | 1134381174 |
Internationally there is an increasing trend to publish and feed back information to schools and teachers on their functioning. School improvement is often the central goal, though accountability and the promotion of parental/student school choice also play an important role.Practical initiatives and research in this field have often failed to recognize the full complexity of improving schools through school performance feedback. Relevant questions are, for example, to what extent: the information fed back to schools is valued and understood by them; the school performance feedback enables appropriate diagnosis and remediation to take place in schools; the use of the feedback generates conflicts and tensions for teachers and administrators; the features of the implementation process and school organization influence the utilization of school performance feedback systems; schools do actually improve as a result of performance feedback; and the feedback systems have unintended effects. This book fills the gap by including: a thorough conceptualization of school feedback as a performance enhancing mechanism, and the prerequisites for utilizing this information in schools; a typology of school performance indicators; a review of the research on the impact of feeding back performance information to individuals and to organizations; evidence on the process, problems and impact of school performance feedback from an international variety of contexts (Australia, the Netherlands, United Kingdom, USA); and reflections on these experiences within the theoretical framework, leading to recommended strategies for school improvement through performance feedback.
Performance Management for School Improvement
Title | Performance Management for School Improvement PDF eBook |
Author | Jeff Jones |
Publisher | Routledge |
Pages | 96 |
Release | 2014-04-04 |
Genre | Education |
ISBN | 1134133588 |
The recently introduced Performance Management (PM) arrangements for headteachers and teachers will replace the existing appraisal systems for schools in England. The introduction of PM places a significant responsibility upon governors strategically, and upon senior and middle managers operationally. This is a manual for middle managers and head teachers in secondary schools. It offers support and guidance on the new performance management legislation, the practical issues surrounding its introduction and strategies for successful implementation. The book will include sections on how to integrate PM into the school's other management processes, what roles and responsibilities need to be carried out, and managing the performance of teachers and headteachers. It will also cover the appraisal cycle, setting objectives, classroom observation, and selecting and appointing team leaders. The book also discussed auditing, monitoring, evaluating and reporting.
Better schools, better teachers, better results
Title | Better schools, better teachers, better results PDF eBook |
Author | Vic Zbar |
Publisher | ACER Press |
Pages | 130 |
Release | 2007-02-01 |
Genre | Education |
ISBN | 1429455624 |
Better Schools, Better Teachers, Better Results shows how to provide objective and constructive feedback on teacher performance by highlighting areas of strength on which to build, and identifying shortcomings to be redressed through targeted training and other developmental support.
Statewide Exit Exams, Governance, and School Development
Title | Statewide Exit Exams, Governance, and School Development PDF eBook |
Author | Esther Dominique Klein |
Publisher | Waxmann Verlag |
Pages | 401 |
Release | 2013 |
Genre | Education |
ISBN | 3830979002 |
In the context of outcomes-based school governance, statewide exit exams are often expected to have a positive effect on student achievements if schools and teachers use the performance feedback from the exams for school, instructional, and professional development. However, very little is known about whether the exams are used for development at all and how this is affected by factors in the exam system and organizational aspects of schools. In a comparison of Finland, Ireland, and the Netherlands, the study therefore investigates how different exam systems and their functions, the conditions at school level, and the use of the exams for school and classroom development are associated. The study uses expert interviews and a questionnaire survey with principals and teachers. The role statewide exit exams can play in education systems is analyzed from a governance perspective and a school development perspective and discussed with an international comparative view. Esther Dominique Klein, born in 1982, Dr. phil., is research assistant at the Faculty of Educational Sciences of the University of Duisburg-Essen. Her main research interests lie in the areas of school system and school development research and international comparative education.
The School Improvement Specialist Field Guide
Title | The School Improvement Specialist Field Guide PDF eBook |
Author | Debra L. Page |
Publisher | Corwin Press |
Pages | 257 |
Release | 2012-11-08 |
Genre | Education |
ISBN | 1452240892 |
Establish enduring interventions with viable tools and methods.
Module 1
Title | Module 1 PDF eBook |
Author | Appalachia Educational Lab., Charleston, WV. |
Publisher | |
Pages | 36 |
Release | 2005 |
Genre | |
ISBN |
The School Improvement Specialist Project prepared seven modules. School improvement specialists, as defined by the Appalachia Educational Laboratory at Edvantia, are change agents who work with schools to help them improve in the following areas so as to increase student achievement. These modules are intended to provide training materials for educators seeking professional development to prepare them for a new level of work. The following modules are presented in this document: (1) Shared Leadership Module; (2) Learning Culture Module; (3) School-Family-Community Connections; (4) Effective Teaching; (5) Shared Goals for Learning; (6) Aligned and Balanced Curriculum; and (7) Purposeful Student Assessment. each module has three sections: (1) Standards: Each set of content standards and performance indicators helps school improvement specialists assess their skills and knowledge related to each topic. The rubric format provides both a measurement for self-assessment and goals for self-improvement. (2) Improving Schools: These briefs provide research--and practice-based information to help school improvement specialists consider how they might address strengths and weaknesses in the schools where they work. The information contained in the briefs is often appropriate for sharing with teachers and principals; each includes information about strategies and practices that can be implemented in schools, resources to be consulted for more information, tools for facilitating thinking about and working on school issues, and real-life stories from school improvement specialists who offer their advice and experiences. (3) Literature Review: The reviews of research literature summarize the best available information about the topic of each module. They can be used by school improvement specialists to expand their knowledge base and shared with school staffs as part of professional development activities. This matrix measures the extent to which a school improvement specialist has the knowledge and skills to following characteristics: (1) a widespread view among all stakeholders that leadership is shared; (2) the existence of mechanisms for involving teachers, students, and parents in decision making; (3) opportunities for leadership development among the members of the school community; (4) the sharing of information and open flow of communications; and (5) school administrators actively listening to and soliciting the input of others. [This document was produced by the Appalachia Educational Laboratory at Edvantia, formerly the Appalachian Educational Laboratory (AEL, Inc.).].
Monitoring the Quality of Education in Schools
Title | Monitoring the Quality of Education in Schools PDF eBook |
Author | Vanessa Scherman |
Publisher | Springer |
Pages | 206 |
Release | 2016-12-27 |
Genre | Education |
ISBN | 946300453X |
The monitoring of quality has been part of the educational landscape for many decades. Originally the need to monitor arose as part of an economic process whereby policy makers wanted to discern the return on investment in education. This bottom line thinking, while still prominent, has receded into the background in light of global changes and the emergence of a global economy. Now in addition to the question “what is the return on investment?”, the more important question is “are the students in schools ready to participate in the economy of a 21st century society?”. This is underpinned by the inquiry into what knowledge and competencies are required for students to participate meaningfully in nation-building. This inquiry can only be undertaken by means of monitoring, evaluating where the students are and what is required so that students reach their potential. In an ever-changing technologically-oriented world the manner in which competencies and knowledge are identified and how these need to be measured and identified is important. In this book, the theory and practice of underpinning the monitoring of the quality of education is described. This is followed by a number of practical examples, in the form of country case studies, on how theory plays out in practice. The book further provides common themes across developed and developing emerging economies underscoring the need for approaches which are locally relevant but internationally transferable.