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Educational Assessment, Evaluation and Accountability - Promoting success for all students is the driving force to develop and implement sound teacher evaluation systems. As Stronge suggests,... 相似文献
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Martha N. Ovando 《Journal of Personnel Evaluation in Education》2001,15(3):213-231
Promoting success for all students is the driving force to develop and implement sound teacher evaluation systems. As Stronge suggests, the two most frequently cited purposes of personnel evaluation are accountability and performance improvement (1997, p. 3). As a result, researchers are conceiving of teacher evaluation as a mechanism for improving teaching and learning (Danielson and McGreal, 2000). On the other hand, others affirm that the trend in teacher evaluation is toward more self-evaluation and expanding one's teaching repertoire (Association for Supervision and Curriculum Development, 1999, p. 8). However, teachers' voices relative to emerging teacher evaluation trends are missing. Thus, this study explored teachers' perceptions about the support for professional development available to them, the perceived potential benefits of a learner-centered teacher evaluation system to enhance their professional growth, and pitfalls. Only elementary school teachers participated in the study. The researcher analyzed teachers' written responses to open-ended questions, and generated categories by emerging themes to determine teachers' perceptions.Findings of the study suggest that teachers receive support from both campus level and central office level. Teachers also believe that a learner-centered teacher evaluation fosters walk-through observations, opportunities for professional growth, feedback, learner-centered dialogue, a holistic perspective, and teacher self-evaluation. On the other hand, findings suggest that teachers question the labels for each level of performance, and are concerned that the system might be somewhat subjective. Finally, suggestions are made to conduct additional studies to further illuminate teachers' voices associated with teacher evaluation and development at other school levels, and to expand our understanding of emerging teacher evaluation formats which aim at student success. 相似文献
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LOPEZ-BONILLA j. MORALES J. OVANDO G. 《浙江大学学报(A卷英文版)》2007,8(4):665-668
In arbitrary Riemannian 4-spaces, continuity equations are constructed which could be interpreted as conservation laws for the energy and momentum of the gravitational field. Special attention is given to general relativity to obtain, of natural manner, the pseudotensors of Einstein, Landau-Lifshitz, Mller, Goldberg and Stachel, and also the conservation equations of Komar, Trautman, DuPlessis and Moss. 相似文献
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Providing authentic encounters with secondary students may be a way to provide a realistic image of students’ academic challenges, and enhance preservice teachers’ skills, knowledge, and dispositions to better address the needs of their future academically, linguistically, socially, and culturally unique students. The purpose of our study was to examine preservice teachers’ experiences in mentoring at-risk high school adolescents. Specifically, we sought to identify the connections to pedagogy associated with their mentoring experience. Major findings generated five themes: (a) relationship building, (b) academic immediacy, (c) embracing a professional lens, (d) a student-centered pedagogical philosophy, and (e) self-efficacy. 相似文献
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Martha N. Ovando 《Journal of Personnel Evaluation in Education》2005,18(3):171-183
The aim of this action research study was to enhance the instructional leadership capacity of aspiring school leaders, through a practical learning experience. The participants observed classes, collected classroom-based data, prepared and delivered written constructive feedback to teachers. Findings suggest that aspiring school leaders need to develop a knowledge foundation related to quality instruction, teachers respond in a positive way and appreciate the feedback offered, constructive feedback has potential to guide teachers’ professional development, aspiring instructional leaders must be professional as they deliver feedback, and schools need to set up system for the effective delivery of constructive feedback to teachers so that teaching and learning excellence can be achieved. 相似文献
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Martha N. Ovando Alfredo Ramirez Jr. 《Educational Assessment, Evaluation and Accountability》2007,20(1-2):85-110
The purpose of this study was to identify principals’ instructional leadership actions within a comprehensive teacher evaluation system in successful schools rated as recognized or exemplary by the accountability measures in place. The study followed a multiple case study approach. Participants included six school administrators within the same school district. From these three were principals and three assistant principals, representing all three schools levels—elementary school, middle school, and high school. The main data sources consisted of interviews, observations and journaling. Data were analyzed inductively to discern emerging themes. Findings of the study revealed that principals’ instructional leadership actions at all three levels included setting clear expectations, monitoring instruction through walk-through observations, and providing professional development opportunities according teachers’ needs. Furthermore, the cross site analysis revealed that principals tend to rely on instructional leadership actions that are pertinent to each grade level’s needs. Findings also suggest that principals, indeed, apply the teacher performance appraisal system as a basis to enhance instruction and improve student achievement. 相似文献
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Martha N. Ovando Alfredo Ramirez Jr. 《Journal of Personnel Evaluation in Education》2007,20(1-2):85-110
The purpose of this study was to identify principals’ instructional leadership actions within a comprehensive teacher evaluation
system in successful schools rated as recognized or exemplary by the accountability measures in place. The study followed
a multiple case study approach. Participants included six school administrators within the same school district. From these
three were principals and three assistant principals, representing all three schools levels—elementary school, middle school,
and high school. The main data sources consisted of interviews, observations and journaling. Data were analyzed inductively
to discern emerging themes. Findings of the study revealed that principals’ instructional leadership actions at all three
levels included setting clear expectations, monitoring instruction through walk-through observations, and providing professional
development opportunities according teachers’ needs. Furthermore, the cross site analysis revealed that principals tend to
rely on instructional leadership actions that are pertinent to each grade level’s needs. Findings also suggest that principals,
indeed, apply the teacher performance appraisal system as a basis to enhance instruction and improve student achievement.
Paper submitted to the Journal of Personnel Evaluation in Education. 相似文献
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Carlos J. Ovando 《The Teacher Educator》2013,48(1):17-21
Dr. Ahnell examines several tenets of perceptual psychology and makes specific suggestions for their application by supervising teachers. All supervising teachers could benefit from reading this article. 相似文献
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