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Teacher Evaluation Principals

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Recommended: The purpose of teacher evaluation

Superintendents noted that one major concern of the evaluation system is that subjectivity in an evaluation system cannot be removed. Some principals are more specific in their evaluations when rating a teacher’s lesson where others are more lenient (Derrington, 2014). Teacher evaluation systems became the main focus of legislation and education when the lack of growth was recognized in student test scores across the nation. The study focused on the validity of the teacher evaluation system in Virginia. Three hundred and thirty-eight teachers from 16 at-risk schools participated in a pilot evaluation system during the 2011-2012 academic year. The evaluation system evaluated teachers on six teacher effectiveness standards and one student academic …show more content…

Furthermore, interview data has shown that within the initial year of implementation principals felt the frustration of lack of time was allocated for principals to learn the requirements and process of the new system. It was also difficult for principals to incorporate new procedures into their already existing work as a principal. Principals felt that much of their time was now allocated to summative reviews of teachers rather than spending time in classrooms and with students. Throughout years two and three principals worked to streamline the process and to assign assistant principals to teacher observations to take some of the workloads off of the principal. Throughout the studies, personal and management concerns dominated and still remain a concern with many principals, in turn, it affects the amount teacher’s get out of the process when principals are unable to manage all of the requirements of the new evaluation systems (Derrington and Campbell, …show more content…

Principals are at the forefront of the teacher evaluation systems and carry much of the load. William’s narrative study focused on principals’ perceptions of Lousiana’s Compass teacher observation and evaluation system. Principals who were a part of this study had at least two years of experience as a public school principal at the secondary level and at least one year of experience working with the Compass teacher observation and evaluation system. The results were similar to studies in other states that focused on principal perceptions of their teacher evaluation system. Principals in this study felt that the meat of the program is the feedback

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Dear Shanna Adkisson: I have lived in Moore for the majority of my life, and I am writing in response to a recent article posted on October 21st that proposes a one cent sales tax increase to raise funding for education. From the article I understand that this decision could raise about $615 million a year for Oklahoma education. Having only been out of primary education for 6 years and continuing my education, I support efforts to increase the funding and effectiveness of Oklahoma education. It’s not a secret that Oklahoma teachers make significantly less than the national average. Accompanying this along with the fact that that teacher to class ratios are unproportioned and classroom tools are lacking.

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The second domain in the Florida Principals Leadership Standards is composed of three different standards. The first of these is Instructional Plan Implementation and is about how an effective leader must collaborate to develop and implement an effective instructional framework that aligns with the required standards and meets his/her students’ needs (“The Florida Principal,” n.d.). Due to the variety in options that are available to align instruction to a pupil, given that the instruction will be adjusted to his/her needs, I feel that the situational leadership approach will be able to be implemented in this situation to create better results as “different situations demand different kinds of leadership (Northouse, P., 2016). The different leadership styles that make up the Situational approach can be tied to this standard by connecting the necessary leadership style with the supportive and directive behaviors in the task that is performed. As an instructor, I will spend time in the S1 category of the Situational Leadership Model as I make use of a “common language of instruction”, spend time between the S1 and S2 categories by “communicate the relationships among academic standards” and by being engaged “in data analysis for instructional planning and improvement”.

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My evaluation of two months employment at TPS/Eugene Elementary was not based on my professional criterion. Instead, it was judged by parents of a group of students who did not want to do their class work and follow class rules. They went to the office making up a bunch of stories about me. I was not informed until my evaluation. I did not know what was going on.

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I can relate to the authors situations of working under principals that have different styles of leading the school. I have worked under four different principals and each had different leadership styles. I agree with the authors’ views on trust issues, student achievement and the school’s reputation changing due to the leader of the school setting the tone for the environment of the school. When I worked under a principal that was laid back and unconcerned, I witness colleagues that I know were hard worker become laid back and unconcerned.

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Research has revealed the need for principals to be instructional leaders and have more than a general command of literacy knowledge. With the increased accountability for school principals, the emphasis on maintaining high student achievement for all learners and the decline of reading scores in Georgia, (“http://nationalreadingpanel.org/Publications/summary.htm,” 2015) an even sharper focus is placed on teaching and learning. Although the teacher is responsible for delivery of instruction, the principal’s role is to lead that instruction and ensure that a high quality curriculum is delivered to all students. In order for instructional leadership to be most effective, teachers and principals must work together.

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In “Do the Best Teachers Get the Best Ratings? “ the authors shows and explains the results of recent studies review that asked if college students learn more from teachers whom they rate highly. According to the studies here is the contrast between two learning measures. On the one side is the highest rating teachers who contributed the most to learning process and on the other side result of measuring the teachers who had received relatively low ratings but appeared to have been most effective. The researches build a framework for understanding possible influences on student’s evaluations of teaching.

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Good communication skills, the ability to handle administrative duties and maintaining strong student interactions are the qualities that make a professional assistant principal. Assistant principals assist principals and teachers in developing the academic criteria that propel students to reach their full potential. Assistant principals help teachers create lessons, counsel students in educational matters and uphold the disciplinary operations for a productive school environment. A good assistant principal uses experience and knowledge to counsel students about any personal issues that may be affecting their school performance.

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The effort needs to focus on every child and their needs. In his work as an education guru, Robert Marzano offers guidance that could lead us toward curriculum and instruction that celebrate student learning and achievement, but more importantly, growth. Formal assessments are good if they reflect points in the students journey, not as a one and done grade (Marzano, 2013). Formal assessments for students should only represent points on a performance scale. Marzano noted that "characteristics of sound feedback" include that it should be frequent, give students a clear picture of their progress and how they might improve, and provide encouragement.

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By-weekly staff meetings were held to analyze data and address strengths and weaknesses. Parents were surveyed at parent teachers conferences. A presentation was made to our Parent Teacher Organization, about schoolwide Title I, requesting feedback ideas while gaining support. An informational presentation was made to the board of education about schoolwide Title I with a question and answer session that followed.

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Evaluation and observation are a key part of a teacher’s development. Often times it happens more with new teachers. For me, I sat in on a teachers’ lesson in my hometown. It was interesting, to say the least. Some of the teachers have been with the school district for years, and only a few received tenure.

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During the past three years as Sherry Betcher’s supervisor, I have observed tremendous professional growth not only in her skill set as The Governor John Engler’s Center for Charter Schools (“Center”) Assessment Manager, but also in her mindset as a visionary leader in the utilization of assessment data at all CMU-authorized schools. Upon reviewing Sherry’s job description, I requested that she add a few items, under the “Roles and Responsibilities” that demonstrate the additional responsibilities she has taken on during the past two years. The words added are good language for a job description, but do not fully capture the magnitude of Sherry’s day-to-day work.

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Using this model would allow Mr. Miller to review the mission of the school, determine whether ability grouping is aligned with the mission, and select an alternative that reflects the mission. 3. What action, if any, should Principal Miller take to demonstrate that he is an educational leader who treats people fairly, equitably, and with dignity and respect? Following Standard 3, Principal Miller should involve families and other stakeholders in the decision-making process. Mr. Miller should select and utilize a group decision technique will allow the opinions of the groups of parents, as well as other individuals and groups, to be heard and present their point of

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There are numerous factors to consider when implementing a comprehensive measurement plan whether it be 400 employees working on an assembly line for Ford Motors to a class of thirty students who are distance learners who interact on the Internet rather than attend classes in person. How does the professor provide an evaluation system that is fair, attainable, and meets everyone goals, the students, and the educational institute? The system put in place must be simple to conduct as well as to comprehend. Nevertheless, the teacher or evaluator must be cognizant that each student or individual is unique in their behaviors and results. The textbook expresses four schemes that are readily available for any organization for execution.

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Teacher Efficacy was first conceived by The RAND( Research and Development ) researchers United States, with its theoretical base, grounded in Rotter’s Social Learning Theory (1966).According to them Teacher Efficacy is the extent to which Teachers believed that they could control the reinforcement of their actions, that is, whether control of reinforcement lay within them or in the environment. Student motivation and performance were assumed to be significant reinforces for teaching behaviors. Thus, Teachers with a high level of Efficacy believed that they could control, or at least strongly influence, student achievement and motivation, thus the concept of Teacher Efficacy was originated. Teacher Efficacy has been defined as "the extent to which the Teacher believes he or she has the capacity to affect student performance" (Berman, McLaughlin, Bass, Pauly, & Zellman, 1977, p. 137), or as "Teachers ' belief or conviction that they can influence how well students learn, even those who may be difficult or unmotivated" (Guskey & Passaro, 1994, p. 4).

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ON POLYTECHNIC UNIVERSITY OF THE PHILIPPINES (ENVIRONMENT) According to Alkharusi (2010), classroom assessment involves an extensive variety of activities from planning paper-pencil tests and performance measures to grading, communicating assessment results, and utilizing them in making decisions. Theoretically, perceived classroom evaluation condition alludes to the general implying that understudies make out of the different educators' appraisal hones in the classroom. Operationally, it has been presented by two dimensions: learning- and harsh-oriented appraisal conditions.

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