The purpose of this research study was to explore how district officials monitor and provide support to teachers through the effective implementation of the Integrated Quality Management System (IQMS) in South African public schools. Through the utilization of a qualitative case study approach, and guided by a theoretical framework of “performative society”, the study attempted to provide a glimpse of how district officials carry out their responsibilities. Among others, by monitoring and providing necessary support to teachers in order to address various developmental needs as identified during the IQMS implementation cycles at institutional level. Data collection was a mix of semi-structured interviews, observations, field notes and a researcher journal. The major findings emanating from this study were six fold: First, district officials were very conversant with the policy imperatives of the ELRC Resolution 8 of 2003 that deals with the implementation of IQMS in public schools. Second, the study revealed a sense of despair and hopelessness on the side of educators because of evident absence of district officials’ provision of support, particularly during the IQMS cyclic implementation process. Third, while school based educators understood the principles, purposes and procedures of IQMS fully well, they were still struggling to translate theory into practice. Fourth, lack of proper planning in schools hindered the effective implementation of IQMS. Fifth, lack of special incentives for the SDTs. And sixth, is lack of resources in some public schools, as well as the attitude of teachers and school managers towards the implementation of IQMS in schools. These factors, the study revealed, were cited as reasons impeding the effective implementation of IQMS in public schools. Copyright / Dissertation (MEd)--University of Pretoria, 2011. / Humanities Education / Unrestricted

John Dewey is known as the father of American experiential education. His views on building understanding in children through experiences in a correlated curriculum continue to influence educational practice to this day. His writings and experiments with experiential education also influenced music and arts education, most recently through the formation and implementation of arts integration programs. Several well-known arts integration program leaders cite Dewey as a foundational figure in the existence of their initiatives. While influenced by Dewey, programs such as the Kennedy Center Changing Education Through the Arts (CETA) and the Chicago Arts Partnership in Education (CAPE) also are directly connected to the modern testing movement, and often gauge program success through reporting on a comparative analysis of standardized test scores. Current teacher evaluation models also measure student growth, along with teacher effectiveness, through the use of student test scores. Several arts education figures make an argument against measuring success in the arts through the use of test scores, stating that the true impact of study in the arts cannot be measured in this way. This study piloted a model of measuring growth in arts integration classrooms through the use of the Tennessee Fine Arts Student Growth Measures (TFASGM) system, a portfolio-based teacher evaluation and student growth measurement model. Teachers worked in control and treatment groups to implement the TFASGM in general education classrooms. Along with using the model, a teacher treatment group received targeted arts integration training, and through the model’s results, the impact of the training through teacher effect scores was also measured. Results showed teachers receiving arts integration training produced more significant student growth, and had a greater effect on student performance. Higher levels of arts integration that are more closely aligned with Dewey’s experiential education philosophy, such as process-based learning and the exploration of concepts common to arts and non-arts subjects, were also observed. More study, including a wider-scale implementation of the TFASGM in arts integration classrooms, is needed to make more substantial conclusions. However, this study demonstrates the viability of a growth-based arts teacher evaluation model in arts integration classrooms, and a new way of reporting on the success of arts integration programs that is in line with Dewey’s experiential, growth-based philosophy.

This study district provides ongoing professional development for teachers; however, there was little evidence that transfer of training was occurring and it was unclear whether the administrator role could improve the implementation of learning from professional development. The purpose of the study was to examine teachers' perceptions of administrative involvement in professional development in order to identify indicators that could strengthen nonevaluative, collaborative relationships leading to higher rates of transfer. The central research question focused on teachers' perceptions of the roles of administrator-as-evaluator and administrator-as-collaborator and whether collaboration might influence transfer of training for teachers as they strive to improve their instructional practice. The conceptual frameworks that grounded this study were professional development and transfer of training. Participants in the study were a group of randomly selected secondary level teacher leaders in a school district (n = 10). An open-ended narrative questionnaire and focus group interview were used to collect data that were then open coded and thematically analyzed. A key finding was that these 10 teachers wanted administrative involvement in professional development; however, they wanted administrative oversight, coordination, and structure rather than side-by-side instructional collaborators. A white paper was created to assist local district administrators with addressing the transfer of training needs of teachers by outlining specific protocols and structures that will lead to systemic, on-going professional growth. A school culture that is characterized by structured collaboration will lead to positive social change in that instruction will meet the needs of all students and prepare them for life after high school.

ABSTRACT Predicting On-the-Job Teacher Success Based on a Group Assessment Procedure Used for Admission to Teacher Education by LaVaun Gene Faulk, Doctor of Education Utah State University, 2008 Major Professor: Deborah Byrnes, Ph.D. Department: Elementary Education Students who have graduated in Elementary Education at Utah State University, since 1997 when the group assessment interview procedure was adopted, and have been employed as teachers for at least two years were contacted. Students were located with the help of the Utah State Office of Education (USOE) and the Office of Teacher Education, Graduation, and Educator Licensing at USU. Permission to interview each teacher’s supervisor was obtained from each study participant. Principals were contacted and interview dates set. A self-anchoring interview was conducted to provide quantitative data on the success of each teacher. This new data was then used to compare each participant’s success as seen by supervisors to existing data already on record at USU. Specifically, principal interview data were compared to the participant’s student teaching scores, prior academic achievement data (grade point average and American College Test scores), and ratings the teacher received on the group assessment interviews when applying to the elementary education teacher training program at USU. (107 pages)

One method for improving the appeal of instruction is found in Christopher Alexander’s work on architectural design patterns. In this qualitative research study, student comments on teacher/course evaluation forms were analyzed to generate six instructional design patterns. The teacher enthusiasm pattern encourages teachers to show (a) increased scholarship and enthusiasm towards the subject matter, (b) genuine concern and enthusiasm towards the students, and (c) mastery of and enthusiasm towards the act of teaching. The balanced curriculum pattern recommends that teachers (a) determine the appropriate depth or breadth of subject matter and communicate it to the students, (b) create a balanced schedule of activities, assignments, and tests, and (c) provide a variety of subject matter topics, instructional strategies, and media delivery technologies. The clear and appropriate assessments pattern directs teachers to (a) communicate the learning objectives related to each assessment, (b) ensure assessment methods are appropriate measures of the objectives, and (c) use fair criteria in grading and administering the assessments. The authentic connections pattern asks teachers to (a) help students understand the connections between the subject matter content and the world of work, (b) promote interpersonal connections between students through instruction and group work, as well as facilitate teacher-student connections by dealing with students honestly and fairly, and (c) encourage students to look at connections that go beyond workplace application and help students become better people. The flow of time pattern recommends that teachers (a) help students plan out their schedules for various time periods, and (b) synchronize the flow of instructional events with the flow of events occurring in the students’ personal lives. Finally, the negotiation and cooperation pattern encourages teachers to apply the processes of negotiation and cooperation to solve problems related to (a) the students’ lack of a sense of freedom, power, or control, (b) the conflict within the students or within the social order of the class, and (c) the general absence of a self-supporting, self-maintaining, and generating quality in the instruction. These six instructional design patterns may be used by teachers to increase the appeal of instruction in higher education settings.

The purpose of this study was to investigate the practices and perceptions of high school principals in northern California in their use of teacher evaluation for school improvement. The population included 60 high school principals in 29 northern California counties. The data included the responses of 60 principals to a questionnaire and the responses of ten of the 60 principals participated in telephone interviews. This study investigated teacher evaluation processes that were used and how they were seen as useful to school improvement. Specific topics that were included were the degree that teacher evaluation was perceived as useful to improve student learning, learning environments, teachers' subject matter knowledge, and staff development. Also, principals were asked if they use teacher evaluation to make recommendations to grant tenure, non-reelect, promote, and dismiss teachers. In addition, principals were asked what prevents them from further using teacher evaluation for school improvement? The responses of experienced principals (those with more than three years of experience) were compared to those with fewer than three years of experience. Principals were asked which formative evaluation processes they used including classroom observation, teacher and student reports, diagnostic processes, and demonstration lessons. They were asked how useful they felt formative evaluation is to improve tenured and non-tenured teachers. Principals' use of summative evaluation was also studied. Specifically, principals' use of classroom observations, rating scales informal observations, peer ratings, student ratings, students achievement, exams, portfolios, and self-assessments for evaluation were tallied. In addition they were asked how useful they felt summative evaluation is to improve tenured and non-tenured teachers. Finally this study investigated the barriers that principals perceived that prevented them from further implementing teacher evaluation. Most frequently principals reported that a lack of time and the interference of teacher unions were barriers to more fully using teacher evaluation. The conclusion of this study includes nine general recommendations and three recommendations for further research.

No description available.

The purpose of this quantitative study was to investigate the perceptions of K-12 teachers as they relate to the implementation of the Tennessee Educator Acceleration (TEAM) evaluation framework. Survey links were sent to 1,115 K-12 teachers from 4 Northeast Tennessee school districts. The survey achieved a 24% return rate for a total of 270 participants. The research evaluated K-12 teachers’ overall perceptions of the TEAM evaluation framework, their perceptions of changes to their lesson planning processes, their perceptions of changes in the use of instructional strategies in their classrooms, and their perceptions of changes in the amount of time needed to prepare lessons for instruction since the implementation of the TEAM evaluation framework. Data sources analyzed consisted of an online survey design using a 5-point Likert-type scale. There were 4 research questions included in this research each with a corresponding null hypothesis. Each research question was analyzed with a series of single sample t-tests with mid-point of the scale (3.0) as the test value representing neutrality. All data were analyzed at the .05 level of significance. Findings from the data indicated a significant difference in perceptions of teachers in 3 of 4 areas. First the planning process for their lessons was reported to be more structured and focused on the evaluation rubric. Next, the instructional strategies used in their lessons were reported as more focused on higher order thinking skills. And finally the time required to plan instruction had increased since the implementation of the TEAM framework.

The purpose of this quantitative study was to determine the perceptions of Pre K through 8th grade Tennessee teachers about the impact of Tennessee Educator Acceleration Model (TEAM) evaluations on classroom instructional strategies, teacher planning, professional development and teacher effectiveness. Participants in this study were PK-8 public school teachers from 2 districts in Northeast Tennessee who had been evaluated using the Tennessee Educator Acceleration Model (TEAM). Specifically this research was guided by 8 research questions on perceived changes in instructional strategies utilized by teachers, the perceived changes in teacher planning practices and lesson preparation, the perceived changes in professional development activities attended by the teacher and the perceived impact of teacher evaluation and feedback on teacher effectiveness. A survey instrument was used to collect data. The survey instrument consisted of 20 statements that asked the respondents to indicate their degree of agreement on a 6-point Likert scale. Quantitative data were analyzed with a series of one way ANOVA tests. Results indicated there was no significant difference in the instructional strategies or teacher planning dimensions of the TEAM Teacher Survey in relationship to years of experience or degree level. Respondents’ perceptions of teacher effectiveness were not significant in relation to degree level, but they were significant in relation to years of experience. The professional development dimension of the TEAM Teacher Survey was not significant in relation to degree level but was significant in relation to years of experience.

The use of rating scales in the evaluation of secondary teacher performance has been called into question and widely criticized. Of particular concern has been the use of student ratings of teacher performance. A review of instruments and practices used in the rating process reveals serious design flaws that account for the criticisms leveled against the use of rating scales. This study sought to address the limitations evident in previous rating efforts by utilizing a combination of design methodologies and measurement models including elements of Classical Test Theory (CTT), factor analysis, and Item Response Theory (IRT). The IRT model employed was the one-parameter logistic model also known as the Rasch model. Twelve scales were developed consisting of a total of ninety-two items. These scales were developed to facilitate student ratings of secondary level teachers of religion in the Church Educational System (CES) of the Church of Jesus Christ of Latter-day Saints (LDS). In addition to exploring rating scale design methodology and scale performance, this study also examined a potential threat to the validity of decisions based on ratings referred to as halo effect. Using a variety of approaches to operationally define and estimate halo error, the extent to which male and female students exhibit differing degrees of halo in their ratings of teachers was examined. The results of the study revealed that of the twelve teacher traits hypothesized in the design of the rating scales, only three met defensible criteria based on CTT and Rasch model standards: the Student-Teacher Rapport Scale (STRS), the Scripture Mastery Expectation Scale (SMES), and the Spiritual Learning Environment Scale (SLES). Secondary students were unable to meaningfully discriminate between all twelve traits. Traditional approaches to halo effect estimation suggest that males exhibited halo to a greater degree than females, whereas Rasch model approaches to halo effect estimation were less consistent. Considered together, however, the evidence suggests differential halo error by gender, with males exhibiting halo to a greater degree than females. The implications of these findings for teacher evaluation, instructional design, and future research efforts are also addressed.