<p> The Missouri Department of Elementary and Secondary Education has begun the transition to the Missouri Educator Evaluation System devised of seven Essential Principles of Effective Evaluation. This study considered superintendents' perceptions of readiness levels for each essential principle in order to understand continued needs to assist the transition. A web-based survey was electronically sent to 92 superintendents in the Southwest Missouri region. Descriptive statistics methods of mode, mean (M), and frequency distributions were utilized, determining the two essential principles receiving readiness levels of developing processes and documents were differentiated levels of educator performance and use of measures of student growth. The other five essential principles, implemented with fidelity, were research-based, clear expectations; probationary period; meaningful feedback; evaluator training; and use of evaluation results. Contrasting readiness levels were discovered within many survey statements, implying these principles may not be implemented as consistently as perceived by the mode. These varied readiness levels within the survey statements confirmed the need for additional professional development within each essential principle except probationary periods and meaningful feedback; however, the research emphasized effective feedback was lacking in evaluation systems. Each district should review the feedback to confirm it is effective in promoting teacher growth. The lowest readiness level of incorporating measures of student growth determined by total mean (M) rank order needs the most attention with professional development and district planning for the developing of processes and documents for successful implementation.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3611770 |
| Date | 22 March 2014 |
| Creators | Hollingsworth, Stacy |
| Publisher | Lindenwood University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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