Evaluation of employees in any organization is an important task that must be carried out. The public school setting is no exception. The purpose of this study was to describe the teacher evaluation processes carried out by the public school divisions of the Commonwealth of Virginia during the 1986-87 school year. This study -- 1. Described and analyzed the local divisions' policies and processes of teacher evaluation in Virginia as they compared to the "state-of-the-art." 2. Classified the evaluation models according to those established by McGreal (1983). 3. Developed a set of guidelines for use in the development of a “state-of-the-art" teacher evaluation policy and process. A questionnaire was sent to each local school division's chief personnel officer. The local divisions' written policies and processes were collected as well. On the basis of the review and analysis of the questionnaire, policies, procedures, and documents, and the comparison of this analysis with the criteria from the literature, the following conclusions may be stated regarding public school teacher evaluation programs in the Commonwealth of Virginia: 1. The overall quality of personnel procedures in Virginia's public school divisions is good. Their content is consistent with what teacher evaluation experts say should be included. 2. At the present time, no need exists for the overhaul of the majority of teacher evaluation programs in Virginia. 3. For the most part, Virginia's public school divisions are conservative in their teacher evaluation programs. This is evidenced by their overwhelming reliance on the Common Law, Common Law/Goal-Setting, and Goal-Setting models of teacher evaluation. 4. There is no need for the Virginia Department of Education to develop a prototype evaluation process at this time. There is a sufficient number of outstanding processes that are already in place within the Commonwealth from which a division could select. 5. There is little interest for a statewide teacher evaluation process in the Commonwealth of Virginia. Suggested guidelines for teacher evaluation programs conclude the study. / Ed. D. / incomplete_metadata

The study was an investigation into the teaching decisions that mathematics teachers make over time. I view a mathematics classroom as a didactical system of teacher, learners and content within an educational institution, where content is the material that brings teachers and learners together. Within such a system I view the teacher's role as making content available to learners. Prior research has often investigated the teacher's role by comparing teaching practices nationally or internationally, but these comparisons have tended to use the lesson as the unit of analysis. I propose that how teachers make content available can change over the course of a series of lessons and so my study used the lesson series as the unit of analysis. I purposefully designed the study so that it involved four cases, which allowed me to explore the role of the teacher and the topic in how content was made available. To investigate how teachers made content available to learners in each case, I developed an analytical approach from which I could study the modes of teacher interaction that featured across the lesson series, the forms of mathematical content made available and the sequencing of these forms. Attending to forms of content - rather than content itself - allowed for comparison of teaching of different topics. This original analytical approach represents a contribution to both mathematics education and mixed methods research. Within this small sample of cases, quantifiable differences were identified in how content was made available between classwork and seatwork, from lesson to lesson and between cases. Between-case differences in the nature of teaching 'between-the-desks' during seatwork were also identified. These differences illuminated teaching decisions to which teachers and classroom researchers may not routinely attend. The findings therefore contribute - and identify additional lines of enquiry that might contribute further - to a more extensive understanding of teaching practices.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-17T17:26:38Z No. of bitstreams: 1 anageovandamouraorezende.pdf: 1380346 bytes, checksum: 5e0b25cacd2100daf2ab47638305f4ec (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-28T15:52:05Z (GMT) No. of bitstreams: 1 anageovandamouraorezende.pdf: 1380346 bytes, checksum: 5e0b25cacd2100daf2ab47638305f4ec (MD5) / Made available in DSpace on 2016-06-28T15:52:05Z (GMT). No. of bitstreams: 1 anageovandamouraorezende.pdf: 1380346 bytes, checksum: 5e0b25cacd2100daf2ab47638305f4ec (MD5) Previous issue date: 2012-07-25 / O presente estudo trata-se de um Plano de Ação Educacional (PAE) que se inicia relatando um caso de gestão sobre os ensaios de Avaliação do Desempenho Docente, ocorridos nas escolas públicas estaduais da 7ª Coordenadoria Regional de Desenvolvimento da Educação- 7ª CREDE do Ceará. Este Plano de Ação analisa, descreve e correlaciona se os ensaios de avaliação do desempenho docente, desenvolvido na Regional, estão agregando melhorias no desempenho dos professores e nos resultados de aprendizagem dos alunos. Analisa e explicita, ainda, a implantação e as implicações desses ensaios de avaliação docente nos resultados das avaliações externas do Sistema Permanente de Avaliação da Educação Básica do Estado do Ceará (SPAECE). Objetiva-se apontar aspectos positivos e negativos, indicando quais devem ser melhorados e sistematizados, a fim de que essa avaliação se torne numa ferramenta de gestão eficaz para melhorar o desempenho dos professores e os resultados de aprendizagem dos alunos. Para tanto, analisaram-se os resultados obtidos por meio do SPAECE dos anos de 2008, 2009 e 2010, correlacionando-se os critérios e os aspectos dessa avaliação de desempenho com os do SPAECE. Analisaram-se, ainda, pareceres descritivos emitidos pelos gestores nesses ensaios de avaliação sobre o desempenho dos professores, depoimentos e falas dos atores envolvidos, além de outros elementos que possam ter influenciado nessa avaliação. Ficou evidenciado nesse plano, que, nas ações e práticas desenvolvidas pelos técnicos e gestores da Regional, estava faltando monitoramento e acompanhamento das ações pedagógicas de forma mais atuante, em relação ao suporte pedagógico oferecido pela SEDUC, regional e pelas escolas. Sentiu-se, ainda, necessidade de otimizar melhor os recursos pedagógicos e financeiros para desenvolver as atividades pedagógicas da escola, além do redimensionamento do tempo e das orientações para tornar o planejamento dos professores mais eficaz. Detectou-se necessidade de um maior acompanhamento pelos gestores e professores à frequência e desempenho dos alunos, além de formação continuada para os professores e o uso dos resultados das avaliações internas e externas por parte de todos os atores envolvidos no processo educacional. Autores como Bonamino (2002), Pequeno e Coelho (2003), Lucena (1992), Souza & Lima(s/d), Rabaglio (2010), Perrenoud (2002), Condé (2011) e outros ajudaram a compreender o percurso e o desenho do processo vivido. O referencial teórico fundamentado nesses autores contribuiu para a formulação de um novo desenho de avaliação do desempenho docente, o qual foi proposto no último capítulo deste Plano de Ação. / The present study is about a Plan of Educational Action (PEA) which starts relating a case of management over the essay about Teachers’ Performance Evaluation, made in the state public schools of the 7th Regional Coordination of Educational Development – 7th RCED from the Ceará. This Plan of Action analyses, describes and correlates if the teachers’ performance evaluation essays developed in the regional are aggregating tangible improvement in teachers’ performance and in the results in the students’ learning. It still analyses and makes explicit the implantation and the implications of these teachers’ evaluation essays in the results of the external evaluations of Ceará State Permanent Basic Education Evaluation System (CSPBEES). It has as its objective, to point the positive and negative aspects, designating which ones should be improved and systematized, for this evaluation to become an effective management tool to improve the teachers’ performance and the students’ learning results. For this, the 2008, 2009 and 2010 results from the CSPBEES were analyzed, this evaluation’s aspects and criteria were correlated with the CSPBEES ones. Were analyzed, also, descriptive opinions emitted by the managers in these teachers’ performance evaluation essays, declarations and speeches by the involved actors, beside other elements which may have influenced this evaluation. It was shown in this plan, that in the actions and practices developed by the technicians and managers of the regional, there was a lack of more active monitoring and follow-up to the pedagogical actions, in comparison to the pedagogical support offered by SEDUC, the regional and the schools. There is, still, the need to optimize the pedagogical and financial resources, to develop the pedagogical activities in the school, besides the resizing of the time and the orientations to make the teachers’ planning more effective.It was detected the need of a better follow-up by the managers and teachers to the attendance and the performance of the students, besides the continuing education for the teachers and the use of the results of the internal and external evaluations by all the actors involved in the educational process. Autors like Bonamino (2002), Pequeno e Coelho (2003), Lucena (1992), Souza & Lima(s/d), Rabaglio (2010), Perrenoud (2002), Conde (2011) and others, helped understanding the course and the design of the process. The theorical referencial based in the work of these autors contributed to the formulation of a new teachers’ performance evaluation, which was proposed in the last chapter of this plan of action.

This paper deals with a comparison of the staff evaluation systems in the commercial sector and the education system. The theoretical part highlights the role and significance of personnel work for achieving goals and an organization's strategies, and defines the basic terms from the personnel and staff evaluation areas. It particularly focuses on the description of the functions, goals and methods of staff evaluation; potential problems arising from the evaluation have been covered as well. The small enterprise and the Czech primary school have been selected as representative subjects for the subsequent comparison. Further, the difference between the roles of the for-profit (business) sector and the public sector, between the organizations' goals in both sectors and the basic background of the workings of both organizations are explained. Regarding the enterprise, the focus is also on the context of personnel work and staff evaluation as a means of attaining the financial goals of the business. The section about schools deals with the methods of school management, the particularities of the teachers' profession and the resulting characteristics of personnel work at schools as well as the methods used for teachers' evaluation. The research part of the paper takes on the form of qualitative...

Within the context of technological development, the needs and preferences of the 21st century student (Generation Y), the changing higher education environment, the increasing use of technology in teaching and learning, and the significant role of online learning facilitators in e-learning, the e-readiness of academic employees became imperative. Thus, considering the importance of academic employees' e-readiness, the primary objective of the study aims to determine the role of key human factors in their e-readiness, with specific focus on personal work profile patterns, preferred learning style and pace and style of technology adoption. The research problem therefore is how to determine the role of these key human factors in the e-readiness of academic employees. In this respect the study argues that the e-readiness assessment of academic employees must be included in the human resource performance appraisal process. The purpose of this research is to develop a framework for assessing the ereadiness of academic employees during their performance appraisals, as well as determining and assessing the role of key human factors in their e-readiness in order to draft an e-profile which will provide guidance in terms of structuring unique training and development approaches for each e-profile. Once accademic employees' e-readiness has been assessed during their performance appraisals, they can be plotted on the framework. The outcome of their e-readiness assessments will reveal their e-profiles, which will portray insight into the presence or absence of particular ereadiness indicators, outlined in an e-readiness construct. Subsequently, a personal development plan can be drafted, making provision for uniquely structured training and development interventions, best suited for each accademic employees' e-profile. The most suitable motivating factors for each employee will also be considered during the drafting of the personal development plan. The empirical research by means of a self-administered questionnaire and a focus group discussion revealed two prominent e-profiles indicating various levels of ereadiness, namely an early adopter-pragmatist-compliance e-profile and an early majority-theorist-steadiness e-profile. The findings made it evident that the traits portrayed by a person belonging to a certain technology adoption category show similarities to traits portrayed by particular learning styles and personal work profile patterns. Certain profiles could be identified, based on trends and similarities pertaining to interpersonal traits. The findings further revealed that with an increase in age and teaching experience of respondents (which also imply an increase in age), the willingness to be assessed on e-readiness declined. It was also determined that the human resource performance management policies and practices at the North-West University (NWU) (which is used as case study), do not make provision for the inclusion of e-readiness in performance appraisals of academic employees. Further it became evident that training and development interventions should not only focus on the technical skill of e-learning, but follow a broader teaching and learning approach, also including the philosophy of e-learning and the use and adaptation of teaching and learning strategies to obtain optimal learner learning. The findings of the study thus supported the need for a framework, providing guidance in this regard. Presently, neither the literature of human resource performance appraisal nor the literature of e-readiness or e-learning makes provision for assessing the e-readiness of academic employees. The study thus contributes to the scholarly discourse and knowledge in the field of public human resource management, as sub-field of Public Administration, by developing a theoretical framework (that currently does not exist), consisting of three matrixes for this purpose to determine the role of the key human factors in the e-readiness of academic employees. / Public Administration / D. Litt. et Phil. (Public Administration)

Within the context of technological development, the needs and preferences of the 21st century student (Generation Y), the changing higher education environment, the increasing use of technology in teaching and learning, and the significant role of online learning facilitators in e-learning, the e-readiness of academic employees became imperative. Thus, considering the importance of academic employees' e-readiness, the primary objective of the study aims to determine the role of key human factors in their e-readiness, with specific focus on personal work profile patterns, preferred learning style and pace and style of technology adoption. The research problem therefore is how to determine the role of these key human factors in the e-readiness of academic employees. In this respect the study argues that the e-readiness assessment of academic employees must be included in the human resource performance appraisal process. The purpose of this research is to develop a framework for assessing the ereadiness of academic employees during their performance appraisals, as well as determining and assessing the role of key human factors in their e-readiness in order to draft an e-profile which will provide guidance in terms of structuring unique training and development approaches for each e-profile. Once accademic employees' e-readiness has been assessed during their performance appraisals, they can be plotted on the framework. The outcome of their e-readiness assessments will reveal their e-profiles, which will portray insight into the presence or absence of particular ereadiness indicators, outlined in an e-readiness construct. Subsequently, a personal development plan can be drafted, making provision for uniquely structured training and development interventions, best suited for each accademic employees' e-profile. The most suitable motivating factors for each employee will also be considered during the drafting of the personal development plan. The empirical research by means of a self-administered questionnaire and a focus group discussion revealed two prominent e-profiles indicating various levels of ereadiness, namely an early adopter-pragmatist-compliance e-profile and an early majority-theorist-steadiness e-profile. The findings made it evident that the traits portrayed by a person belonging to a certain technology adoption category show similarities to traits portrayed by particular learning styles and personal work profile patterns. Certain profiles could be identified, based on trends and similarities pertaining to interpersonal traits. The findings further revealed that with an increase in age and teaching experience of respondents (which also imply an increase in age), the willingness to be assessed on e-readiness declined. It was also determined that the human resource performance management policies and practices at the North-West University (NWU) (which is used as case study), do not make provision for the inclusion of e-readiness in performance appraisals of academic employees. Further it became evident that training and development interventions should not only focus on the technical skill of e-learning, but follow a broader teaching and learning approach, also including the philosophy of e-learning and the use and adaptation of teaching and learning strategies to obtain optimal learner learning. The findings of the study thus supported the need for a framework, providing guidance in this regard. Presently, neither the literature of human resource performance appraisal nor the literature of e-readiness or e-learning makes provision for assessing the e-readiness of academic employees. The study thus contributes to the scholarly discourse and knowledge in the field of public human resource management, as sub-field of Public Administration, by developing a theoretical framework (that currently does not exist), consisting of three matrixes for this purpose to determine the role of the key human factors in the e-readiness of academic employees. / Public Administration and Management / D. Litt. et Phil. (Public Administration)

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