Статті в журналах: "Teacher effectiveness Victoria Evaluation"

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Barry, Damien, Donna Pendergast, and Katherine Main. "Teacher Perspectives on the use of the Australian Professional Standards for Teachers as part of their Evaluation Process." Australian Journal of Teacher Education 45, no. 8 (August 2020): 1–22. http://dx.doi.org/10.14221/ajte.2020v45n8.1.

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Teacher effectiveness has a powerful impact on student performance and a teacher evaluation process that supports professional growth can be a key lever for improving teaching quality. The purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their evaluation process, and, to determine what other factors may need to be considered in the design and implementation of such a process. A single case study of a school in Victoria, Australia was conducted, using a pre and post interview approach with six teachers. Responses were analysed using a thematic network methodology. Findings reveal that the inclusion of The Standards as part of any evaluation mechanism is secondary to a range of other factors, including the relationship the teacher has with their evaluator; the skills of the evaluator; and the addition of a developmental plan post evaluation.

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Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.

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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers. Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance References: Adeyemi, T. (2008). Influence of Teachers’ Teaching Experience on Students’ Learning Outcomes in Secondary Schools in Ondo State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 5(1), 9–19. https://doi.org/10.4314/ajesms.v5i1.38609 Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907 Andrin, G. R., Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Andrin, Glenn R, Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Armytage, P. (2018). Review of the Victorian Institute of Teaching. Bichi, A. A. (2019). Evaluation of Teacher Performance in Schools: Implication for Sustainable Evaluation of Teacher Performance in Schools: Implication for Sustainable Development Goals. December 2017. Campolo, M., Maritz, C. A., Thielman, G., & Packel, L. (2013). An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives. International Journal of Therapies and Rehabilitation Research, 2(1), 1. https://doi.org/10.5455/ijtrr.00000016 Clearinghouse, W. W. (2018). National Board for Professional Teaching Standards Certification. Colthart, I., Bagnall, G., Evans, A., Allbutt, H., Haig, A., Illing, J., & McKinstry, B. (2008). The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10. Medical Teacher, 30(2), 124–145. Darling-Hammond, L. (2011). Teacher quality and student achievement. Teacher Quality and Student Achievement, 8(1), 1–215. https://doi.org/10.14507/epaa.v8n1.2000 Donaldson, M. L. (2009). So long, Lake Wobegon? Using teacher evaluation to raise teacher quality. Center for American Progress, 1–32. Fogaça, N., Rego, M. C. B., Melo, M. C. C., Armond, L. P., & Coelho, F. A. (2018). Job Performance Analysis: Scientific Studies in the Main Journals of Management and Psychology from 2006 to 2015. Performance Improvement Quarterly, 30(4), 231–247. https://doi.org/10.1002/piq.21248 Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the twenty-first-century social studies classroom. The Social Studies, 101(2), 46–53. Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466–479. Heryati, Y., & Rusdiana, A. (2015). Pendidikan Profesi Keguruan. Bandung: CV Pustaka Setia. John P. Papay Eric S. Taylor John H. Tyler Mary Laski. (2016). Learning Job Skills From Colleagues At Work: Evidence From A Field Experiment Using Teacher Performance Data (p. 49). Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301–307. Kavanoz, S., & Yüksel, G. (2015). An Investigation of Peer-Teaching Technique in Student Teacher Development An Investigation of Peer-Teaching Technique in Student Teacher Development. June 2010. Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar. Jurnal Tunas Pendidikan, 2(1), 72–81. Lim, L. L. (2014). A case study on peer-teaching. Open Journal of Social Sciences, 2(08), 35. Manchishi, P. C., & Mwanza, D. S. (2016). Teacher Preparation at the University of Zambia: Is Peer Teaching Still a Useful Strategy? International Journal of Humanities, Social Sciences and Education, 3(11), 88–100. https://doi.org/10.20431/2349-0381.0311012 Mansur, M. (2007). KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, Jakarta: PT. Bumi. Marais, P., & Meier, C. (2004). Hear our voices: Student teachers’ experiences during practical teaching. Africa Education Review, 1(2), 220–233. https://doi.org/10.1080/18146620408566281 McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Cataldi, E. F., & Mann, F. B. (2018). The Condition of Education 2018. NCES 2018-144. National Center for Education Statistics. Meilanie, R. S. M., & Syamsiatin, E. (2020). Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model. Jurnal Pendidikan Usia Dini, 14(1), 15–31. Michael Luna, S. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442–446. https://doi.org/10.1177/1463949116677932 Morgan, G. B., Hodge, K. J., Trepinski, T. M., & Anderson, L. W. (2014). The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation Grant. Mulyasa, E. (2013). Uji kompetensi dan Penilaian Kinerja guru. Bandung: PT Remaja Rosdakarya. Nasrun, Dr., & Ambarita, D. F. P. (2017). The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi. Atlantis Press, 118, 320–326. https://doi.org/10.2991/icset-17.2017.53 Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success. Research Brief. Noelke, C., & Horn, D. (2010). OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes-Hungary Country Background Report. OECD: PARIS. OECD. (2005). Teacher’s matter. Attracting, developing, and retaining effective teachers. Paris. OECD-Education Committee. Pablo Fraser, Gabor Fülöp, M. L. and M. S. D. (2018). I.  What teachers and school leaders say about their jobs. TALIS, 2, 1–7. Parihar, K. S., Campus, D., Principal, J., & Campus, D. (2017). Study Of Effect Of Pre Teaching Training Experience On. 5, 59–62. https://doi.org/10.5281/zenodo.1039595 Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205–242. Pillay, R., & Laeequddin, M. (2019). Peer teaching: A pedagogic method for higher education. International Journal of Innovative Technology and Exploring Engineering, 9(1), 2907–2913. https://doi.org/10.35940/ijitee.A9106.119119 Popova, A., Evans, D. K., & Arancibia, V. (2018). Training Teachers on the Job What Works and How to Measure It. Policy Research Working Paper, September 2016. Ramadoni, W., Kusmintardjo, K., & Arifin, I. (2016). Kepemimpinan Kepala Sekolah dalam Upaya Peningkatan Kinerja Guru (Studi Multi Kasus di Paud Islam Sabilillah dan Sdn Tanjungsari 1 Kabupaten Sidoarjo). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(8), 1500–1504. Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical Teacher, 38(8), 829–837. Sawchuk, S. (2015). Teacher evaluation: An issue overview. Education Week, 35(3), 1–6. Skourdoumbis, A. (2018). Theorising teacher performance dispositions in an age of audit. 1–16. https://doi.org/10.1002/berj.3492 Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective teacher retention bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–221. Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3), 97–118. Suyatno, H., & Pd, M. (2008). Panduan sertifikasi guru. Jakarta: PT Macanan Jaya Cemerlang. ten Cate, O. (2017). Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 127–128, 85–87. https://doi.org/10.1016/j.zefq.2017.10.005 Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1–2), 13–50. https://doi.org/10.1080/13803611.2018.1509719 Toch, T., & Rothman, R. (2008). Rush to Judgment: Teacher Evaluation in Public Education. Education Sector Reports. Education Sector. Ünal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5(2), 41–60. Vasay, E. T. (2010). The effects of peer teaching in the performance of students in mathematics. E-International Scientific Research Journal, 2(2), 161–171. Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project. Winters, M. A., & Cowen, J. M. (2013). Would a value‐added system of retention improve the distribution of teacher quality? A Simulation of Alternative Policies. Journal of Policy Analysis and Management, 32(3), 634–654.

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Brown, Victoria, Joanne Williams, Lisa McGivern, Susan Sawyer, Liliana Orellana, Wei Luo, Kylie D. Hesketh, Denise E. Wilfley, and Marj Moodie. "Protocol for economic evaluation alongside the SHINE (Supporting Healthy Image, Nutrition and Exercise) cluster randomised controlled trial." BMJ Open 10, no. 8 (August 2020): e038050. http://dx.doi.org/10.1136/bmjopen-2020-038050.

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IntroductionLimited evidence exists on the cost-effectiveness of interventions to prevent obesity and promote healthy body image in adolescents. The SHINE (Supporting Healthy Image, Nutrition and Exercise) study is a cluster randomised control trial (cRCT) aiming to deliver universal education about healthy nutrition and physical activity to adolescents, as well as targeted advice to young people with body image concerns who are at risk of developing disordered eating behaviours. This paper describes the methods for the economic evaluation of the SHINE cRCT, to determine whether the intervention is cost-effective as an obesity prevention measure.Methods and analysisA public payer perspective will be adopted, with intervention costs collected prospectively. Within-trial cost-effectiveness analysis (CEA) and cost-utility analysis (CUA) will quantify the incremental costs and health gains of the intervention as compared with usual practice (ie, teacher-delivered curriculum). CEA will present results as cost per body mass index unit saved. CUA will present results as cost per quality-adjusted life year gained. A modelled CUA will extend the target population, time horizon and decision context to provide valuable information to policymakers on the potential for incremental cost offsets attributable to disease prevention arising from intervention. Intervention costs and effects will be extrapolated to the population of Australian adolescents in Grade 7 of secondary school (approximate age 13 years) and modelled over the cohort’s lifetime. Modelled CUA results will be presented as health-adjusted life years saved and healthcare cost-savings of diseases averted. Incremental cost-effectiveness ratios will be calculated as the difference in costs between the intervention and comparator divided by the difference in benefit. Semi-structured interviews with key intervention stakeholders will explore the potential impact of scalability on cost-effectiveness. These data will be thematically analysed to inform sensitivity analysis of the base case economic evaluation, such that cost-effectiveness evidence is reflective of the potential for scalability.Ethics and disseminationEthics approval was obtained from the Deakin University Human Research Ethics Committee (#2017–269) and the Victorian Department of Education and Training (#2018_003630). Study findings will be disseminated through peer-reviewed academic papers and participating schools will receive annual reports over the 3 years of data collection.Trial registration numberACTRN 12618000330246; Pre-results.

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Henry, Gary T., David C. Kershaw, Rebecca A. Zulli, and Adrienne A. Smith. "Incorporating Teacher Effectiveness Into Teacher Preparation Program Evaluation." Journal of Teacher Education 63, no. 5 (August 28, 2012): 335–55. http://dx.doi.org/10.1177/0022487112454437.

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Sledge, Ann, and Barbara L. Pazey. "Measuring Teacher Effectiveness Through Meaningful Evaluation." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 36, no. 3 (June 21, 2013): 231–46. http://dx.doi.org/10.1177/0888406413489839.

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Pozo-Muñoz, Carmen, Enrique Rebolloso-Pacheco, and Baltasar Fernández-Ramírez. "The 'Ideal Teacher'. Implications for student evaluation of teacher effectiveness." Assessment & Evaluation in Higher Education 25, no. 3 (September 2000): 253–63. http://dx.doi.org/10.1080/02602930050135121.

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D’Elia, Angelo, Stuart Newstead, and Jim Scully. "Evaluation of vehicle side airbag effectiveness in Victoria, Australia." Accident Analysis & Prevention 54 (May 2013): 67–72. http://dx.doi.org/10.1016/j.aap.2013.02.020.

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Muhammad Akram, Farrukh Munir, and Ahmad Bilal. "Effect of Teacher Performance Evaluation on School Effectiveness." sjesr 4, no. 1 (March 17, 2021): 431–39. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(431-439).

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This study was conducted to measure the effect of teacher performance evaluation on school effectiveness in public high schools in Pakistan. Teacher evaluation is a formal and systematic process of evaluating teacher performance that plays an important role in enhancing school effectiveness. School effectiveness is a process that ensures that a particular school has effectively maintained a safe and orderly environment, implemented an instructional framework and curriculum that focuses on enhancing student learning, where the school monitoring system is highly responding, and where a competency-based system is in practice that ensures increased student achievement. A correlational research design was used to conduct this study. Using multistage sampling techniques, data were collected from 580 secondary school teachers in district Okara. Self-Assessment Instrument for Teacher Evaluation (α=.88) and School Effectiveness Questionnaire ((α=.86) were used for data collection. The Pearson correlation coefficient showed that teacher evaluation scores and school effectiveness were significantly correlated with each other (r=.69). As teacher performance evaluation scores increased, the score on school effectiveness also increased. Multiple linear regression analysis revealed that teacher performance evaluation score significantly predicted 46% of variance in school effectiveness. Further, female teachers were better on teacher performance evaluation score and school effectiveness. Teachers in urban schools showed higher scores on teacher performance evaluation scores and school effectiveness as compared to rural school teachers.

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Stecher, Brian, Mike Garet, Deborah Holtzman, and Laura Hamilton. "Implementing measures of teacher effectiveness." Phi Delta Kappan 94, no. 3 (November 2012): 39–43. http://dx.doi.org/10.1177/003172171209400309.

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Teachers and leaders in pilot sites say the evaluation systems are beneficial, and leaders say they're well-prepared for their new responsibilities, even as they worry about increased workload and stress from the new expectations.

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McGill, Monica M., Leigh Ann DeLyser, Karen Brennan, Baker Franke, Errol Kaylor, Eric Mayhew, Kelly Mills, and Aman Yadav. "Evaluation and assessment for improving CS teacher effectiveness." ACM Inroads 11, no. 4 (November 12, 2020): 35–41. http://dx.doi.org/10.1145/3410478.

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Abdullah, Siti Aisyah Binti, and Noraini Mohamed Hassan. "PERKEMBANGAN LATIHAN PERGURUAN DI NEGERI-NEGERI MELAYU BERSEKUTU: NORMAL CLASS, 1906-1917." SEJARAH 26, no. 2 (December 21, 2017): 13–23. http://dx.doi.org/10.22452/sejarah.vol26no2.2.

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This paper examines how the British administration of the Federated Malay States (FMS) developed Normal Class to improve teacher training in English schools from 1906 to 1917. The 1902 Education Act, which made significant provisions for secondary and technical education and led to the rapid growth of training colleges in England and Wales, had an effect on the development of teacher training for English schools in the FMS. Following the suggestion of R.J. Wilkinson, Normal Classes for the training of assistant teachers commenced in January 1905 at the Victoria Institution. Initially, students from Victoria Institution and the Methodist Boy’s School were used to test the effectiveness of Normal Class. The success of Normal Class at Victoria Institution led to the opening of more such classes in the states of Perak, Melaka and Penang. Teacher training was emphasized to not only improve the quality of education in English schools but also to attract foreign investors to advance the economy especially of urban areas. This article focuses on the implementation of Normal Classes in Selangor and Perak. It has been found that, prior to the First World War, Normal Classes in Kuala Lumpur turned out to be more successful than in Perak. Teacher training in Kuala Lumpur, the administrative centre of the FMS, was desired to increase the number of local officials capable of speaking English in government departments. There was also considerable demand among capitalists for Normal Classes in English schools.

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Francis, Jacqueline, Tan-Chyuan Chin, and Dianne Vella-Brodrick. "Examining Emotional Literacy Development Using a Brief On-Line Positive Psychology Intervention with Primary School Children." International Journal of Environmental Research and Public Health 17, no. 20 (October 19, 2020): 7612. http://dx.doi.org/10.3390/ijerph17207612.

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Wellbeing literacy (WL) may be the missing ingredient required to optimally enhance or enable positive psychology intervention (PPI) effectiveness. This study involved Victorian government funded primary schools, including two rural, two regional, and two city schools; participants included 20 classroom teachers and 131 grade five and six primary school students. A brief online PPI was implemented by teachers for 10–15 min, three times per week, for six weeks. This paper examines quantitative data collected pre and post the six week intervention, and qualitative data gathered in week one of the intervention regarding intervention effectiveness. The aim is to examine if a brief online PPI effectively builds intentional emotional vocabulary use, and to discuss how on-line PPIs can be used in public health to improve young people’s WL. Considering evaluations of process effectiveness and outcome measures related to student emotional vocabulary use, results tentatively suggest that online PPIs can positively impact emotional vocabulary capability and intentionality. Multimodal communication was exercised during the PPI, suggesting that the brief online PPI format may provide a valuable tool to promote student WL.

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Grissom, Jason A., and Brendan Bartanen. "Strategic Retention: Principal Effectiveness and Teacher Turnover in Multiple-Measure Teacher Evaluation Systems." American Educational Research Journal 56, no. 2 (September 26, 2018): 514–55. http://dx.doi.org/10.3102/0002831218797931.

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Studies link principal effectiveness to lower average rates of teacher turnover. However, principals need not target retention efforts equally to all teachers. Instead, strong principals may seek to strategically influence the composition of their school’s teaching force by retaining high performers and not retaining lower performers. We investigate such strategic retention behaviors with longitudinal data from Tennessee. Using multiple measures of teacher and principal effectiveness, we document that indeed more effective principals see lower rates of teacher turnover, on average. Moreover, this lower turnover is concentrated among high-performing teachers. In contrast, turnover rates of the lowest-performing teachers, as measured by classroom observation scores, increase substantially under higher-rated principals. This pattern is more apparent in advantaged schools and schools with stable leadership.

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Kraft, Matthew A., and Allison F. Gilmour. "Revisiting The Widget Effect: Teacher Evaluation Reforms and the Distribution of Teacher Effectiveness." Educational Researcher 46, no. 5 (June 2017): 234–49. http://dx.doi.org/10.3102/0013189x17718797.

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In 2009, the New Teacher Project’s The Widget Effect documented the failure of U.S. public school districts to recognize and act on differences in teacher effectiveness. We revisit these findings by compiling teacher performance ratings across 24 states that adopted major reforms to their teacher evaluation systems. In the vast majority of these states, the percentage of teachers rated unsatisfactory remains less than 1%. However, the full distributions of ratings vary widely across states, with 0.7% to 28.7% rated below proficient and 6% to 62% rated above proficient. We present original survey data from an urban district illustrating that evaluators perceive more than 3 times as many teachers in their schools to be below proficient than they rate as such. Interviews with principals reveal several potential explanations for these patterns.

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Chen, Huijuan, Mingyao Li, Xinyu Ni, Qiao Zheng, and Lingyan Li. "Teacher effectiveness and teacher growth from student ratings: An action research of school-based teacher evaluation." Studies in Educational Evaluation 70 (September 2021): 101010. http://dx.doi.org/10.1016/j.stueduc.2021.101010.

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Kyriakides, L., R. J. Campbell, and E. Christofidou. "Generating Criteria for Measuring Teacher Effectiveness Through a Self-Evaluation Approach: A Complementary Way of Measuring Teacher Effectiveness." School Effectiveness and School Improvement 13, no. 3 (September 1, 2002): 291–325. http://dx.doi.org/10.1076/sesi.13.3.291.3426.

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Xu, Xianxuan, Leslie W. Grant, and Thomas J. Ward. "Validation of a Statewide Teacher Evaluation System." NASSP Bulletin 100, no. 4 (December 2016): 203–22. http://dx.doi.org/10.1177/0192636516683247.

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This study examines the validity of a statewide teacher evaluation system in the Commonwealth of Virginia. Three hundred and thirty-eight teachers from 16 at-risk schools located in eight school districts participated in an evaluation system pilot during the 2011-2012 academic year. Teachers received ratings on six teacher effectiveness process standards and one student academic progress outcome measure. For the outcome measure, student academic progress was measured by student growth percentiles (where available and appropriate) and student achievement goal setting (i.e., student learning objectives). The study examines the internal validity of the system, specifically (1) the relationship between the six teacher effectiveness process standards and the student academic progress outcome measure and (2) the relationship between ratings on outcome measure for teachers with student growth percentile data and without.

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Welsh, Megan E. "Measuring Teacher Effectiveness in Gifted Education." Journal of Advanced Academics 22, no. 5 (October 20, 2011): 750–70. http://dx.doi.org/10.1177/1932202x11424882.

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States and districts are under increasing pressure to evaluate the effectiveness of their teachers and to ensure that all students receive high-quality instruction. This article describes some of the challenges associated with current effectiveness approaches, including paper-and-pencil tests of pedagogical content knowledge, classroom observation systems, and value-added models. It proposes development of a new teacher evaluation system using a virtual reality environment and describes how innovations in educational measurement and technology can be used to develop an improved teacher effectiveness measure.

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Alexander, Jenni. "An Evaluation of the Effectiveness of the Independent Living Centre in Victoria." Australian Occupational Therapy Journal 32, no. 2 (August 27, 2010): 62–70. http://dx.doi.org/10.1111/j.1440-1630.1985.tb01493.x.

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Molina Valdéz, Mg Rosario Del Pilar. "Influencia de la evaluación del desempeño docente en la efectividad de la gestíon pública educativa." Ciencia Latina Revista Científica Multidisciplinar 6, no. 5 (October 24, 2022): 1704–22. http://dx.doi.org/10.37811/cl_rcm.v6i5.3187.

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The objective of this article is to analyze, through a theoretical review supported by several authors, the influence of the evaluation of teacher performance on the effectiveness of educational public management. To meet this objective, the main theories on teacher performance evaluation and the effectiveness of educational public management were analyzed. For this, the analytical-synthetic method was applied, in order to analyze and synthesize the relevance of written theory. Factors that influence the effectiveness of public educational management were identified as findings, identifying the evaluation of teacher performance as an important factor that influences the effectiveness of public educational management. In this sense, it is concluded that the evaluation of teacher performance is an important factor for the effectiveness of public educational management, since its implementation responds to public policy, which aims to improve the pedagogical practice of the teacher and therefore achieve educational quality

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Kalra, Vinita, Gita Negi, and VijendraD Chauhan. "Comparison of two formats for student evaluation of teacher effectiveness." International Journal of Applied and Basic Medical Research 5, no. 4 (2015): 35. http://dx.doi.org/10.4103/2229-516x.162267.

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Opletalová, Alena. "Evaluation of Teacher Education With a Focus on Its Effectiveness." Journal of Education and Training Studies 6, no. 11a (November 29, 2018): 164. http://dx.doi.org/10.11114/jets.v6i11a.3813.

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The basis of the project is the current trend of lifelong learning and individual personality development, as well as the requirement to increase the quality of education programmes for Further Teacher Education (FTE). The research project has been carried out based on the findings of D. L. Kirkpatrick and his four-level model of training effectiveness evaluation. The main methods employed in the research are a questionnaire survey and standardized interviews with heads of schools sending their teachers to these programmes. The main objective of the research is to apply the method for FTE effectiveness evaluation at the Faculty of Education of Palacký University Olomouc and verify the method in practice. Tentative research objectives involve determining how the programme is evaluated by its graduates, analysing and interpreting the results of the research in FTE evaluation, and suggesting possible measures for further improvement and innovation regarding implementation of the particular programme.

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Kyriakides, Leonidas, and Demetris Demetriou. "Introducing a Teacher Evaluation System Based on Teacher Effectiveness Research: An Investigation of Stakeholders’ Perceptions." Journal of Personnel Evaluation in Education 20, no. 1-2 (June 2007): 43–64. http://dx.doi.org/10.1007/s11092-007-9046-3.

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Garba, S. D. "LEADERSHIP AS A DIMENSION OF TEACHER EFFECTIVENESS." Sokoto Educational Review 1, no. 1 (March 3, 1986): 12. http://dx.doi.org/10.35386/ser.v1i1.6.

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In the past the teacher has been the focus of attention by critics of teacher performance. Those who view the school from outside hardly think that other factors within the school and outside the teachers control could influence teacher effectiveness.The classroom is usually regarded as the exclusive domain of the teacher. Students’ coverage of contents involvement in classroom activities and students’ success at school work are viewed from the standpoint of the teacher. In this paper, the author examines the role of the school leadership in creating the proper working and learning conditions for teachers and students without which teachers efforts would amount to nothing. The author argues that in the new education system being adopted, focus should sfiift from the classroom teacher to the quality of leadership the school enjoys. Good school leadership can support, enhance and create such essential teacher characteristics as appropriate lesson plans, classroom management, instructional methods that facilitate the achievement of school objectives, high teacher expectation of students, teacher sensitivity to students’ emotional and motivational needs and evaluation.

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Cohen, Julie, Susanna Loeb, Luke C. Miller, and James H. Wyckoff. "Policy Implementation, Principal Agency, and Strategic Action: Improving Teaching Effectiveness in New York City Middle Schools." Educational Evaluation and Policy Analysis 42, no. 1 (December 23, 2019): 134–60. http://dx.doi.org/10.3102/0162373719893338.

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Ten years ago, the reform of teacher evaluation was touted as a mechanism to improve teacher effectiveness. In response, virtually every state redesigned its teacher evaluation system. Recently, a growing narrative suggests these reforms failed and should be abandoned. This response may be overly simplistic. We explore the variability of New York City principals’ implementation of policies intended to promote teaching effectiveness. Drawing on survey, interview, and administrative data, we analyze whether principals believe they can use teacher evaluation and tenure policies to improve teaching effectiveness and how such perceptions influence policy implementation. We find that principals with greater perceived agency are more likely to strategically use tenure and evaluation policies. Results have important implications for principal training and policy implementation.

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Doan, Sy, Jonathan D. Schweig, and Kata Mihaly. "The Consistency of Composite Ratings of Teacher Effectiveness: Evidence From New Mexico." American Educational Research Journal 56, no. 6 (April 9, 2019): 2116–46. http://dx.doi.org/10.3102/0002831219841369.

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Contemporary teacher evaluation systems use multiple measures of performance to construct ratings of teacher quality. While the properties of constituent measures have been studied, little is known about whether composite ratings themselves are sufficiently reliable to support high-stakes decision making. We address this gap by estimating the consistency of composite ratings of teacher quality from New Mexico’s teacher evaluation system from 2015 to 2016. We estimate that roughly 40% of teachers would receive a different composite rating if reevaluated in the same year; 97% of teachers would receive ratings within ±1 level of their original rating. We discuss mechanisms by which policymakers can improve rating consistency, and the implications of those changes to other properties of teacher evaluation systems.

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Sari, Indah. "The Effectiveness of English Teacher Education Practice." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (May 29, 2021): 2938–46. http://dx.doi.org/10.33258/birci.v4i2.2003.

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This study aimed to describe about the effectiveness of English teacher education practice in Medan. This study applied the descriptive qualitative design. The subjects of this study were 10 mentors and 30 participants of English teacher education practice. Furthermore, the questionnaire was administered in order to collect the data. The data analysis used the data condensation, data display and verification. The English teacher education practice in Medan was quite effective since most of respondents gave the “good” statement for socializing and coordinating of the program, coordinating the program preparation, and coordination of monitoring and evaluation of English teacher education practice. Meanwhile, most of them gave the “fair” statement for the obstacles during the program implementation preparation and the effort to overcome the problems by the related institution in the English teacher education practice. The result of the study proved that the English teacher education practice in Medan fulfilled the classification or indicators of the effectiveness in implementing the education practice for English teacher.

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Yarbrough, Cornelia, and Katia Madsen. "The Evaluation of Teaching in Choral Rehearsals." Journal of Research in Music Education 46, no. 4 (December 1998): 469–81. http://dx.doi.org/10.2307/3345344.

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Seven rehearsal excerpts demonstrating research-identified teaching skills were presented to university music majors ( N = 89) for ratings and comments. The excerpts focused on the conductor/teacher and were selected from previously taped choral rehearsals of two contrasting pieces across one complete semester. Numerical ratings from 1 to 10 were assigned by subjects to 10 categories of student and teacher behavior: time use, musicianship, accuracy of presentation, student attentiveness, student performance quality, enthusiasm, intensity, pacing, personality, and overall effectiveness. Comparisons of the characteristics of the highest-rated excerpt with the highest-rated showed that the highest-rated excerpt contained less off-task student behavior, a higher percentage of approvals, more eye contact, more activity changes, and that the average length of both teacher and student activities was from 5-6 seconds. Subjects' comments revealed that the highest-rated excerpt received the most positive comments and the lowest-rated received the most negative comments. For the highest-rated excerpt, the most positive comments were for student attentiveness, enthusiasm, pacing, and overall teaching effectiveness; and for the lowest-rated, the most negative comments were for student attentiveness, pacing, and overall teaching effectiveness.

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Close, Kevin, Audrey Amrein-Beardsley, and Clarin Collins. "Putting teachers evaluation systems on the map: An overview of state’s teacher evaluation systems post–Every Student Succeeds Act." education policy analysis archives 28 (April 13, 2020): 58. http://dx.doi.org/10.14507/epaa.28.5252.

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The Every Students Succeeds Act (ESSA) loosened the federal policy grip over states’ teacher accountability systems. We present information, collected via surveys sent to state department of education personnel, about all states’ teacher evaluation systems post–ESSA, while also highlighting differences before and after ESSA. We found that states have decreased their use of growth or value-added models (VAMs) within their teacher evaluation systems. In addition, many states are offering more alternatives for measuring the relationships between student achievement and teacher effectiveness besides using test score growth. State teacher evaluation plans also contain more language supporting formative teacher feedback. States are also allowing districts to develop and implement more unique teacher evaluation systems, while acknowledging challenges with states’ being able to support varied systems, as well as incomparable data across schools and districts in effect.

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James, Jessalynn, and James H. Wyckoff. "Teacher Evaluation and Teacher Turnover in Equilibrium: Evidence From DC Public Schools." AERA Open 6, no. 2 (April 2020): 233285842093223. http://dx.doi.org/10.1177/2332858420932235.

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Teacher turnover is an enduring concern in education policy and can incur substantial costs to students. Policies often address turnover broadly, yet effects turn on net differences in the effectiveness of exiting and entering teachers, in addition to the disruption dealt to classrooms. Recent research has shown mixed effects of teacher evaluation policies, but even where evaluation-induced differential turnover initially benefited students, gains might disappear or reverse as the stock of less effective teachers exits and if more effective teachers view high-stakes evaluation as burdensome. We examine evaluation–induced changes to the composition of exiting and entering teachers in Washington, D.C., the net effect of turnover on student achievement, and the role that evaluation played in teacher turnover. We find that turnover continues to improve teaching skills and student achievement, although effects have diminished. We find little evidence that high-performing teachers’ exit is associated with the evaluation system.

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Tambrin, Muhammad, Iim Wasliman, Hanafiah Hanafiah, and Achmad Mudrikah. "Implementation and Evaluation of Teachers’ Performance Supervision at Madrasah Aliyah (Islamic Senior High School)." Journal of Education Research and Evaluation 5, no. 4 (August 4, 2021): 645. http://dx.doi.org/10.23887/jere.v5i4.32941.

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Observing the quality of education should include teachers as the frontline in education. Even a good curriculum and program will be meaningless if the teacher does not implement it responsibly and consistently. This study aims to analyze teacher performance supervision programs, organize teacher performance supervision programs, movement and leadership supervision of teacher performance, control the effectiveness of teacher performance supervision, and creative and innovative ideas in realizing the effectiveness of teacher performance supervision. This research uses a qualitative approach with the Case Study method. The method used to collect data is interviews, observation, and documentation. The instrument used to collect data is a questionnaire. Research subjects or research respondents were selected purposively. The technique used to analyze the data is descriptive qualitative analysis. The results of this study are, first, the planning program has not been implemented effectively due to the problem of limited resources. Second, the implementation of supervision has not been carried out optimally. Third, the movement and leadership went relatively well; however, improvements are still needed in the managerial aspects of leadership. Fourth, controlling the effectiveness of teacher performance supervision is carried out in stages. Fifth, creative and innovative ideas emphasize strengthening supervision of teacher performance in Madrasah Aliyah education units and e-Kinerja applications. In addition, the implementation and evaluation of teacher performance supervision have been carried out by the Standard Operating Procedures (SOP) issued by the Ministry of Religion of the Republic of Indonesia. However, the results are still not practical due to various resource constraints.

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Mireles-Rios, Rebeca, and John A. Becchio. "The Evaluation Process, Administrator Feedback, and Teacher Self-Efficacy." Journal of School Leadership 28, no. 4 (July 2018): 462–87. http://dx.doi.org/10.1177/105268461802800402.

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The teacher evaluation process provides opportunity for instructional feedback and teacher improvement, but also may influence the beliefs teachers have about the quality of their own work and their confidence levels as a teacher. Self-efficacy plays a vital role in determining teacher effectiveness and the students‘ academic experience, but little is known about the impact the teacher evaluation process has on teacher self-efficacy. Interview data from 28 high school teachers indicated that the pre-observation meeting has potential to significantly benefit teachers. In addition, feedback from administrators that included both strengths and weaknesses during the post-observation phase seemed to have the most influence on teachers’ self-confidence. Implications of this study's findings were provided and may be useful for administrators to conduct teacher evaluations in a manner that serves to enhance teacher self-efficacy.

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Kupermintz, Haggai. "Teacher Effects and Teacher Effectiveness: A Validity Investigation of the Tennessee Value Added Assessment System." Educational Evaluation and Policy Analysis 25, no. 3 (September 2003): 287–98. http://dx.doi.org/10.3102/01623737025003287.

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This article addresses the validity of teacher evaluation measures produced by the Tennessee Value Added Assessment System (TVAAS). The system analyzes student test score data and estimates the effects of individual teachers on score gains. These effects are used to construct teacher value-added measures of teaching effectiveness. We describe the process of generating teacher effectiveness estimates in TVAAS and discuss policy implications of using these estimates for accountability purposes. Specifically, the article examines the TVAAS definition of teacher effectiveness, the mechanism employed in calculating numerical estimates of teacher effectiveness, and the relationships between these estimates and student ability and socioeconomic background characteristics. Our validity analyses point to several logical and empirical weaknesses of the system, and underscore the need for a strong validation research program on TVAAS.

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Madsen, Katia. "The Effect of Accuracy of Instruction, Teacher Delivery, and Student Attentiveness on Musicians' Evaluation of Teacher Effectiveness." Journal of Research in Music Education 51, no. 1 (April 2003): 38–50. http://dx.doi.org/10.2307/3345647.

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This study is an examination of whether accuracy and delivery of teacher instruction and student attentiveness would affect evaluative perceptions of teacher effectiveness. Participants were 168 musicians and were grouped according to experience level: (a) Grades 6–8, (b) Grades 9–12, (c) undergraduate, and (d) experienced teacher. Participants viewed and evaluated a videotape of eight teaching segments for teaching effectiveness. A two-way ANOVA with repeated measures indicated significant differences due to experience level and teaching segments. Results indicated that the secondary students rated a teacher giving inaccurate instruction relatively high when the teacher demonstrated high delivery and the class was attentive. Analysis of the descriptive data suggested that the four groups attended to the delivery of the teacher more than any other variable. Experienced teachers attended to accuracy of instruction more than did any other group, and middle schoolers attended to student attentiveness, or perceived classroom management skills of the teacher, more than did any other group.

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Avidov-Ungar, Orit. "Teacher evaluation following reform: the Israeli perspective." Quality Assurance in Education 26, no. 4 (October 8, 2018): 511–27. http://dx.doi.org/10.1108/qae-01-2018-0009.

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Purpose This study aims to examine teachers’ perceptions of teacher evaluation (also known as teacher appraisal). In Israel and elsewhere, teacher evaluation is a cornerstone of teaching quality assurance measures; however, detailed knowledge is lacking regarding how teachers themselves perceive it in that context. Design/methodology/approach Semi-structured interviews were conducted with 22 state primary school teachers. The data were analyzed thematically. Findings Four themes emerged from the interviews: how teachers conceive of teacher evaluation; teachers’ perceptions of how the teacher evaluation process should proceed; the advantages and disadvantages of the teacher evaluation process; and ways to increase the effectiveness of teacher evaluation. A further four themes emerged regarding the purposes of evaluation from the teachers’ perspective: judgment and control, dialogue, promotion and professional improvement. Overall, the teachers interviewed perceived that their evaluation serves summative control purposes far more than the formative professional improvement purposes for which the evaluation policy was explicitly developed. On the basis of these and previous findings, a theoretical model of teacher evaluation and career development is proposed. Research limitations/implications This qualitative study interviewed a relatively small number of teachers. The findings suggest that teacher evaluation conducted to assure quality teaching should be more comprehensive and should take place throughout the school year. Originality/value This study is one of only very few to examine teachers’ perceptions of teacher evaluation in detail.

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McConnell, John R., Benita G. Bruster, and Vicky B. Smith. "Predicting Teacher Effectiveness Based on Various Preservice Factors: Implications for Higher Education and the Evaluation of Teacher Preparation." International Journal of Educational Reform 28, no. 1 (January 2019): 63–78. http://dx.doi.org/10.1177/1056787918824204.

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The purpose of this study was to investigate a set of teacher-level factors that educator preparation providers (EPPs) may be examining to anticipate how effective teachers might be in the classroom. An ordinal logistic regression was performed to determine impact on teacher effectiveness, given five predictor variables: level (undergraduate vs. graduate), age, GPA, ACT, and Praxis II scores. The findings demonstrated that only level made a significant individual contribution to prediction, suggesting that undergraduate students were less likely to have higher teacher effectiveness scores than graduate students. The major implication for states may be to evaluate EPPs and their abilities to impact the quality of preservice teacher candidates separately based on whether they serve primarily undergraduate or graduate student populations.

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Patrick, Jeff, and Roslyn M. Smart. "An Empirical Evaluation of Teacher Effectiveness: the emergence of three critical factors." Assessment & Evaluation in Higher Education 23, no. 2 (January 1998): 165–78. http://dx.doi.org/10.1080/0260293980230205.

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Fantuzzo, John W., Kenneth Polite, David M. Cook, and Greg Quinn. "An evaluation of the effectiveness of teacher- vs. student-management classroom interventions." Psychology in the Schools 25, no. 2 (April 1988): 154–63. http://dx.doi.org/10.1002/1520-6807(198804)25:2<154::aid-pits2310250209>3.0.co;2-m.

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Peterson, Penelope L., and Michelle A. Comeaux. "Evaluating the Systems: Teachers’ Perspectives on Teacher Evaluation." Educational Evaluation and Policy Analysis 12, no. 1 (March 1990): 3–24. http://dx.doi.org/10.3102/01623737012001003.

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High school teachers (N = 48) in four schools in two districts in Florida and Wisconsin analyzed two behavioral teacher evaluation systems used in Florida (Florida Performance Measurement System [FPMS] and Teacher Assessment and Development System [TADS]), a Self-Evaluation Checklist, and an Alternative System designed to assess teachers’ reflection on practice. Overall, teachers rated the Alternative System most highly because they thought the system would facilitate professional growth by encouraging teachers to reflect on their teaching. However, Wisconsin teachers rated this system more highly than did Florida teachers, who rated TADS more favorably. Teachers’ ratings of TADS were significantly related to their agreement with a teaching effectiveness perspective, and Florida and Wisconsin teachers differed in their agreement with this perspective. Comparisons of teachers’ judgments who had actually used particular systems with those who had not showed the importance of considering the context as well as the content of evaluation systems.

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Cullen, Julie Berry, Cory Koedel, and Eric Parsons. "The Compositional Effect of Rigorous Teacher Evaluation on Workforce Quality." Education Finance and Policy 16, no. 1 (January 2021): 7–41. http://dx.doi.org/10.1162/edfp_a_00292.

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We study how the introduction of a rigorous teacher evaluation system in a large urban school district affects the quality composition of teacher turnovers. With the implementation of the new system, we document increased turnover among the least effective teachers and decreased turnover among the most effective teachers, relative to teachers in the middle of the distribution. Our findings demonstrate that the alignment between personnel decisions and teacher effectiveness can be improved through targeted personnel policies. However, the change in the composition of exiters brought on by the policy we study is too small to meaningfully impact student achievement.

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Darling-Hammond, Linda. "The Right Start: Creating a Strong Foundation for the Teaching Career." Phi Delta Kappan 94, no. 3 (November 2012): 8–13. http://dx.doi.org/10.1177/003172171209400303.

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Mawasha, MJ, ET Ngobeni, and IB Phage. "The Effectiveness of Grade 9 Mathematics Teachers in Mahwelereng Circuit Secondary Schools." 2018 International Conference on Multidisciplinary Research 2022 (December 30, 2022): 265–75. http://dx.doi.org/10.26803/myres.2022.22.

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Teacher effectiveness plays an important role in the teaching and learning processes as aspects of education. The purpose of this study was to investigate the effectiveness of grade 9 mathematics teachers and its influence on learner performance. The study was led by three research objectives which were to examine the influence of teacher effectiveness on learner performance in mathematics, to explore what teachers can do to improve their teaching effectiveness of grade 9 mathematics, and to identify the qualities and attributes that influence learner performance in mathematics. It is important to address these questions to help school districts and policy makers in finding the solution to close the gap. An evaluation tool like a Teacher Effectiveness Rubric or Teacher Evaluation Rubric Score for a specified school year can be implemented. Research was conducted around it and relevant literatures were reviewed on themes and findings that emerged from different authors concerning effectiveness of mathematics teachers. This study involved five secondary schools and participants were five grade 9 mathematics teachers and their heads of departments. All participants were purposely selected. Participants agreed to take part by signing consent forms. Data collection was done using interviews, observations, and document analysis. Semi-structured interview questionnaire was conducted, and data was analyzed thematically. Findings recommended future research on how well teachers can approach teaching mathematics effectively and effective teaching methods that can help learners perform better in mathematics. The results provide information on how to increase teacher effectiveness with necessary support.

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Harvey, Michael W., Lori G. Boyland, and Marilynn M. Quick. "An Investigation of Teacher Evaluation Practice in Indiana: PL 90 Implementation and Issues for Administrators." International Journal of Educational Reform 28, no. 1 (January 2019): 24–47. http://dx.doi.org/10.1177/1056787918824191.

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This study investigated teacher evaluation practices used in Indiana as the state was implementing a mandated teacher evaluation system (Public Law 90) and early reporting of subsequent teacher effectiveness results by the Indiana Department of Education. The study surveyed public school administrators: (a) superintendents, (b) special education directors, and (c) K-12 building principals via e-mail using Qualtrics. A total of 2,444 administrators were invited to participate with a 28% return rate. Summative and formative teacher evaluation methods were used, but emergent methods (as mandated in PL 90) were not widely used. Recommendations for a more unified approach to teacher evaluation are emphasized.

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Ohanyelu N., Charles. "EVALUATION OF THE EFFECTIVENESS OF TEACHERS PROFESSIONAL DEVELOPMENT (TPD) ON RECIPROCAL TEACHING STRATEGIES." Actual Problems in the System of Education: General Secondary Education Institution – Pre-University Training – Higher Education Institution, no. 1 (September 2, 2021): 28–32. http://dx.doi.org/10.18372/2786-5487.1.15816.

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There has been outcry over the inability of new and less experienced English teachers to apply strategies that could enhance students’ reading comprehension. Reciprocal Teaching Strategy (RTS) was therefore introduced via the teacher professional development (TPD to augment teachers’ competence in reading comprehension. The purpose of this paper is to evaluate the effectiveness of teacher professional development on reciprocal strategies among less experienced English language teachers in South East, Nigeria. The impact of reciprocal teaching has been continually established if the approach is properly carried under a guidance of an expert. Professional development has been a recognized management practice where teachers are trained to develop their professional and pedagogical skills that would effectively and efficiently enhance their teaching performance in class. Experimental research design was applied for this evaluation (pre-test-intervention-post-test approach) to determine the effectiveness of the strategy. A total of N=56 constitutes the sample size. Teacher survey questionnaire (TSQ) was the instrument for data collection. The result shows a significant improvement after the intervention. This paper therefore concludes that RTS is a good strategy to teach reading of comprehension to students. It also summarized that TDP is an effective strategy to improve the competency level of new and less experienced English teachers.

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Malik, Muhammad Irfan, Muhammad Akram, and Abdul Hameed Qamar. "Linking Head Teachers' Effectiveness Measured through Self-Evaluation with their School Performance." Global Educational Studies Review VII, no. I (March 30, 2022): 488–501. http://dx.doi.org/10.31703/gesr.2022(vii-i).47.

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The study examined the effect of self-evaluation of head teachers’ effectiveness on school performance through quality indicators: teacher evaluation, instructional leadership, organizational management, school climate, and communication and community relations. School performance is defined as the extent to which long or short-term educational targets are achieved by teachers, students and schools. In district Sahiwal, 104 head teachers evaluated their own effectiveness on HTEQ developed by researchers by selecting them conveniently. For school performance, MEAs' monthly visit reports were used to collect the data on the factors: teacher presence, school cleanliness, functioning of facilities and student presence, while data on student achievement scores were obtained from their schools. The study found that head teachers implemented these indicators effectively and their schools' performance was also at an excellent level. The study revealed a moderate relationship between both of the variables (r=.54). The study also revealed that a 41% variance in the performance of schools was explained through all five factors of head teachers’ effectiveness.

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Shumaila Shahzad and Nasir Mehmood. "Development of Teaching Effectiveness Scale for University Teachers." Journal of Research in Social Sciences 7, no. 2 (January 18, 2021): 1–14. http://dx.doi.org/10.52015/jrss.7i2.74.

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Effectiveness can be assessed in terms of achievability of objectives. Teaching process at higher education level aims at students' cognitive, psychomotor and effective development so that university graduates could become effective members of society after completion of their studies. Purpose of education can never be achieved without teachers. It can safely be said that effectiveness of education system largely depends on effectiveness of its teachers. Accountability or teacher evaluation helps ensure teaching effectiveness. Therefore, this study aimed at construction of such a scale which could be used to assess university teachers' teaching effectiveness. For preparing Teaching Effectiveness Scale (TES), primarily, 65 statements were prepared as an item pool after literature review related to capabilities of efficient and effective teacher. Items were extracted from literature review (i.e., contemporary scales for teacher evaluation), informal interviews with ten university teachers and focus group discussions with three intact groups of graduates were held. Later on, 16 Subject Matter Experts (SMEs) judged the content validity. Content Validity Index (CVI) and Content Validity Ratio (CVR) were calculated to retain 43 content valid items. Finally, these 43 items were administered to 698 university students. Confirmatory Factor Analysis (CFA) was performed on LISREL 8.8. to ensure construct validity. Finally, there remained 32 items whose factor loadings were more than 0.40. Reliability Coefficient Value (RCV) was high (r= 0.87). In this way, TES comprised four sub scales i.e. (a) Classroom Management (CM), (b) content and pedagogical skills, (c) Facilitative Classroom Environment (FCE) and (d) Student Teacher Relationship (STR). The scale possesses high psychometric properties and is available for use.

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Cannata, Marisa, Mollie Rubin, Ellen Goldring, Jason A. Grissom, Christine M. Neumerski, Timothy A. Drake, and Patrick Schuermann. "Using Teacher Effectiveness Data for Information-Rich Hiring." Educational Administration Quarterly 53, no. 2 (December 20, 2016): 180–222. http://dx.doi.org/10.1177/0013161x16681629.

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Purpose: New teacher effectiveness measures have the potential to influence how principals hire teachers as they provide new and richer information about candidates to a traditionally information-poor process. This article examines how the hiring process is changing as a result of teacher evaluation reforms. Research Methods: Data come from interviews with more than 100 central office personnel and 76 principals in six urban school districts and two charter management organizations. These sites were systematically sampled based on the amount of time and resources devoted to creating data systems and implementing processes that allow principals access to teacher effectiveness data. In addition to the fieldwork, we also surveyed all principals in six of the eight systems. A total of 795 principals responded to the survey, with an overall response rate of 85%. Findings: The findings suggest that while teacher effectiveness data can be used to inform hiring decisions there is variation in how and the extent to which principals use these measures in hiring. This variation is explained by central office practices as they mediated how principals approached teacher effectiveness data in the hiring process, as well as individual principal characteristics such as principal knowledge and skills, perceived validity of data, and social capital. Implications for Research and Practice: Our results demonstrate ways in which school systems and principals are incorporating teacher effectiveness data into the hiring process. Both principal preparation programs and school systems should focus on ensuring that principals have the skills and resources to use data for human capital decisions.

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Johnson, Tammy, and Lorra Wells. "English language learner teacher effectiveness and the Common Core." education policy analysis archives 25 (March 20, 2017): 23. http://dx.doi.org/10.14507/epaa.25.2395.

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Common Core State Standards (CCSS) and teacher effectiveness are among the most contentious issues in education today. With an increase in English language learners (ELLs) and the rigorous requirements imposed by the CCSS, teachers are left unprepared and ELLs struggle to stay afloat. Using California as a case study, this research synthesis outlines the current problem, which includes the complexity of the CCSS, the achievement gap between ELLs and their peers, and ill-equipped teachers. In addition, present-day efforts to alleviate such difficulties like the revised World Language: English Language Development credential and multicultural training are outlined. Based on our review, we recommend targeted policy changes, which include preservice teachers’ participation in extensive fieldwork with ELLs, in-service teachers’ comprehensive professional development connected to practice, as well as a systematic evaluation process to measure ELL teacher effectiveness.

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Aghanimi, Yousra Ali, Fawzia Mohamed Elwafi, and Fahima Mohamed Bannur. "Prospects of Creating the Reflective Teacher for Continuing Professional Development (CPD)." FOSTER: Journal of English Language Teaching 2, no. 2 (April 30, 2021): 282–92. http://dx.doi.org/10.24256/foster-jelt.v2i2.38.

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Teacher self-evaluation is an important dimension in the overall evaluation activities in educational programs. However, this dimension is often overlooked and not given its right share of importance. Teacher self-evaluation is neither included in teacher training programs nor is considered a basic requirement from teachers as they develop in their careers. The significance and value of teacher self-evaluation as a core element in continuing professional development requires that self-evaluation proceed all other forms of evaluation. To support the claim that teacher self-evaluation is a missing element in the area of investigation, the researchers conducted a study which adopted a survey that involved eleven schools and 86 Libyan teachers. The results of the study showed that while many teachers perform some sort of self-reflection about their teaching, they do not recognize self-evaluation as a basic requirement in developing their career. When the effectiveness of teacher self-evaluation was probed in contrast to external evaluation, most teachers agreed that teacher self-evaluation could play a far more vital role in continuing professional development.

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Zherebkin, N. N., M. M. Kazilov, and V. G. Frolov. "Evaluation of effectiveness of training sessions on the general physical preparation." Izvestiya MGTU MAMI 7, no. 4-2 (April 20, 2013): 322–31. http://dx.doi.org/10.17816/2074-0530-68253.

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Анотація:

During physical education in the classroom beneficial training effect is achieved if the load reaches and exceeds a threshold value. Proposed stress load should be defined for all systems and organs and make them work with stress. For a teacher it is important to choose affordable exercises and, at the same time, contributing to the development of functional capacity of the student’s organism. This work is devoted to these issues.

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