<p> The purpose of this study was to examine the effectiveness of standards-based assessment practices within a music performance curriculum. This pre-survey, post-survey experimental treatment included 169 students, 97 parents, and 3 teachers from 3 school districts across Wisconsin. The results from this study indicated that music teachers rely on a variety of assessment strategies to monitor student achievement regardless of if they are using standards-based assessment practices; however, teachers who used standards-based assessment were more likely to use formal assessments to determine student achievement and were more likely to assess students both formally and informally on a regular basis. Furthermore, when standards-based practices were implemented students' awareness of the learning target increased. Students also became less reliant on teacher feedback in determining their success but valued the feedback that was received at a higher level. Finally, parents relied on both online gradebooks, and conversations with their child regarding student achievement. </p>

<p> Through the evolving arena of educational reform over decades, educational policy with emphasis on teacher evaluation has become a priority. This study investigated the benefit of support as identified via observation evaluation scores through an online professional learning system. Teachers with an evaluation rating of needs improvement and ineffective were offered a professional learning opportunity in order to provide support and measure improvement by the observational rubric used in teacher evaluation. A quantitative research design was utilized through the collection of archival observational data over a two-year period as well as survey data to gather teachers&rsquo; perceptions of their own improvement post training. </p><p> Results suggested teachers benefitted from the online professional learning as participants improved their scores and categorical ratings. Teachers who participated confirmed that they perceived they improved in their instruction after participating in the module. It is important to note that the teachers who were invited to participate and those who chose not to participate improved in their teacher observable scores and categorical ratings in year two. The research is consistent with the value of professional learning and has implications for policy makers both at the state and district level.</p>

<p> With companies seeking to increase organizational efficiency while promoting prosperous growth, creativity has become one of the most important leadership qualities sought after by employers. This has put a demand on Masters of Business Administration (MBA) graduates to possess creative skills, as well as a dependency for MBA students to acquire a quality MBA education. Although business education has entered into new domains of online learning, the criticism remains that business education does little to foster or strengthen students' creativity skills. Thus, with the evolution of online education arises a need to research the effectiveness of creativity within these new domains. This phenomenological study analyzed MBA alumni's perceptions about the fostering of creativity skills within an online MBA program. A qualitative study was conducted with 25 participants from 3 separate U.S. and internationally based online MBA programs in order to gain insight into the needed improvements and or positive instructional design elements, facilitation practices, and technological media tools that foster creativity in online MBA programs. This study addressed the following research questions through the lens of MBA alumni: 1. What are alumni perceptions regarding facilitation (of instructors) that either enhance and or stifle creativity skills in an online MBA program? 2. What are alumni perceptions regarding instructional design elements (exercises, assignments, and or activities that are built into curriculum) that either enhance and or stifle creativity skills in an online MBA program? 3. What are alumni perceptions regarding technological media that either enhance and or stifle creativity skills in an online MBA program? </p><p> Among the findings of this study was the discovery of several themes that concur with experiences that foster creativity skills in online MBA programs: 1. Informal and flexible instructors and course content equates creative learning opportunities. 2. Various active facilitating methods foster a learning process. 3. Latitude of creative learning is enhanced by the freedom and flexibility of students' choices. 4. Program content and delivery are driving factors in incorporating new knowledge and or creativity skills. 5. Technological media tools and opportunities that are driven by the student lead to the learning and practicing of creativity.</p>

<p> The purpose of the study was to gain knowledge about the relationship between teacher level measures, calculated from student standardized test scores, and actual teacher performance. The existence or lack of correlation between these two measures may suggest the appropriateness of level measure data for teacher evaluation. The study used a quantitative method and correlational design to study central Florida secondary schoolteachers. The study sought to avoid the subjective bias observed in previous studies by comparing two different objective measures of student achievement (valueadded measures and level measures). The results, based on 15 teachers and 359 student test scores collected over a three-year period, suggest that value-added measures are strongly correlated with level measures (mean test scores). Additionally, the study data suggested that the strength of this correlation decreases from eight through tenth grade. In conclusion, the study found that value-added indicators measure nearly the same factor as level indicators. Considering the complication and expense of calculating value-added measures, level measures may be more attractive in light this study.</p>

<p> This qualitative research study is a phenomenological exploration of teachers' understanding of and perceptions about the teacher evaluation process in North Carolina and the use of the North Carolina Educator Evaluation System (NCEES). Twenty-three teachers with varying years of experience and from six schools of varying demographics were interviewed about their knowledge and perceptions of each evaluation standard and were asked to provide examples of how they have used feedback from the evaluation process to inform their professional practices. Overall, participants had a limited understanding of the standards-based portion of the NCEES and of the value-added data component of the NCEES. Teachers received limited feedback from the evaluation process and were generally unable to provide examples of how they have been able to use feedback from the evaluation process to inform their professional practices. Teachers provided insight about the strengths and weaknesses of the NCEES and suggestions for improvement in the evaluation process and in the NCEES. As a result of the findings, implications for future teacher evaluation in North Carolina are discussed.</p>

<p> The purpose of this study is to focus on the Obeys college and career investments and determine: Obeys expectation for a plan to address Oregon college and career readiness; how these investments align to high school students' successful completion of at least nine college credits prior to high school graduation; how successful Eastern Promise as. non-Eastern Promise high school students are in completing at least nine college credits prior to high school graduation; and how scalable the Eastern Promise early college program is statewide. The study investigated a purposeful sample of high schools participating in Eastern Promise compared to a purposeful sample of non-Eastern Promise high schools in an effort to determine how many students acquired at least nine college credits prior to high school graduation, graduate from high school in four years, and enroll in a post-secondary institution the following semester. </p><p> After a single year of pilot data, the Eastern Promise is lacking substantial and adequate quantitative data to determine how effective the Eastern Promise is in students completing at least nine credits prior to high school graduation, graduating from high school, and enrolling in a post-secondary institution as compared to a control group of Eastern Oregon high school students. Eastern Promise data availability for 2012-2013 is strictly limited to credit by proficiency overall performance by college course and only represented by academic grade and pass/withdraw rates. </p><p> The OB investments for the Eastern Promise have been allocated so $2,000,000 will support the existing program in Eastern Oregon, and another $2,000,000 will be allocated to scale the Eastern Promise across Oregon through the RIP process. Structured and operative supports for diverse students' needs to ensure that all students have the opportunity to take college courses through the Eastern Promise could address at-risk student access.</p>

<p> As California classrooms grow more and more diverse, there is a strong need for teachers to understand the cultural and language differences that may have an impact on students' learning. A learner's culture and language can be an asset to learning. It is critical for teachers to utilize diversity to drive curriculum and pedagogy, instead of viewing differences as a deficit. Teacher leaders, more than formal administrators, can provide meaningful and relevant support to classroom teachers and may be able to positively influence teacher growth and change (Mansfeld &amp; Volet, 2010). </p><p> This study used surveys, interviews, and observations to identify the beliefs of teacher leaders as well as their positive actions in supporting classroom teachers who teach culturally and linguistically diverse students. This research identified teacher leaders with or without formal titles and their beliefs toward diversity. Teacher leaders with positive beliefs were identified, and their actions were analyzed in order to examine the positive actions of effective teacher leaders. The findings of this research can substantiate the importance of beliefs, especially in teacher education programs. This study has possible implications for professionalizing teacher leadership through doctoral programs and/or licensure opportunities.</p>

<p> President Obama's Race to the Top competitive grant program instigated a wave of teacher evaluation reform. Teachers across the nation are being assessed based on student learning outcomes in combination with observations of performance and several other factors potentially including professional responsibility and the perceptions of students and parents. In Connecticut, 45% of a teacher's evaluation is now based on <i>student learning objectives </i> (SLOs) (Connecticut Guidelines for Teacher Evaluation, 2012). As a result, teachers are being asked to make changes in the way they think about assessment, plan for instruction, collaborate with colleagues, and converse with administrators. Judicious use of classroom observations, student achievement data, and feedback from students is critical to improve educational outcomes (Marshall, 2012). A multi-faceted approach incorporating use of well-grounded evaluative tools within systems that recognize teacher collaboration serves to support greater student learning (Darling-Hammond et al., 2011). </p><p> This research study is informed by a comprehensive review of the literature related to school improvement and accountability, effective teaching, teacher evaluation models, and change theory. Additionally, the study is predicated on the notion that current evaluation reform will be fruitless without teacher input (Weiner &amp; Lundy, 2013). Fourteen elementary classroom teachers in Connecticut revealed perceptions about the influence of value-added evaluation on their professional efficacy both before and after the implementation began. This study applied qualitative research with a phenomenological approach to explore the manner in which value-added teacher evaluation implementation affected teachers on a personal and professional level. The use of questionnaires and semi-structured interviews revealed four major themes: stress, accountability, communication, and fairness. The research uncovered a shift in focus from concerns about student achievement pre-implementation to concerns about the use of data for evaluation purposes and its effect on teachers once implementation was underway. Additionally, teachers demonstrated concern about equity in evaluation based on invalid or unreliable test data and the exclusion of external factors affecting test scores. Most teachers stated that close communication with principal and colleagues was central to their success with the new plans. These underlying themes indicate a need to reflect on the true intent of teacher evaluation systems and determine whether that intent is indeed being fulfilled. </p>

<p> Educational leaders and experts claim that teachers are the number one classroom factor in the educational success of students (Marzano, 2007; Wong, 2009). This study determined there was not a significant correlation between the two teacher characteristics of advanced degree completion and years of experience. These are two of the more quantifiable and highly regarded teacher characteristics in the profession. The typical teacher salary is a major component of education that places high value on these two characteristics. There are many other policies and legislation, such as the No Child Left Behind Act, teacher tenure, hiring practices, and staff reduction policies that place the focus primarily on experience, degree completion, or a combination of the two. Data for the study were requested from rural school superintendents and elementary principals. These data were degree level completion and experience for third and fifth grade teachers, as well as the class mean scores for the Missouri Assessment Program (MAP) tests in communication arts and mathematics for those teachers. These numbers were analyzed using the Pearson <i> r</i> and multiple regression to determine whether the two teacher characteristics had a statistically significant effect on student scores. The study found no significant correlation between the two characteristics, advanced degree completion and years of experience, and the scores on the class standardized tests. These results question the effectiveness of using these two characteristics to distinguish teacher quality, and the high priority given to these characteristics. </p>

<p> Both nationally and at the state level, educational reform is focusing on the improvement of classroom instruction. Recently, Washington State enacted the Teacher/Principal Evaluation Pilot (TPEP) to define evaluation criteria intended to measure effective professional practices, including classroom instruction. This exploratory survey study sought to describe the perceptions of Washington State elementary principals regarding their professional development needs for implementation of the new evaluation criteria. The survey consisted of 5 parts totaling 25 questions and was disseminated to 1,897 elementary principals with a return rate of 354. While the state effectively disseminated initial information about the evaluation criteria through local Educational Service Districts (ESDs), some policy inconsistency appears to have developed between the school district and building level in terms of implementation support for principal leadership activities, learning behaviors, and preferred learning topics. Responses indicated that principals rarely engage in social learning activities that would prepare them as a group to consistently and reliably interpret the criteria on the evaluation. Also, few principals identified a strong desire to learn about collaborative structures within their school, which increases concerns about the sustainability of the TPEP policy, because of the need to develop shared understandings of the language and the expectations. Fostering such an understanding may comprise the next phase of development.</p>