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Comparison of perceptions of private school administrators and teachers on selected methods of teacher evaluation
Title
Comparison of perceptions of private school administrators and teachers on selected methods of teacher evaluation.
Creator
Manasseh, Nancy Marie., Florida Atlantic University, Gray, Mary B.
Abstract/Description
Sound evaluation of education personnel is linked to effective teacher practices. Private schools are taking an increasing responsibility for schooling the nation's youth. Presently, there is no formal statewide teacher evaluation program in the private school sector. To assist in the development of an evaluation program, this study investigated the perceptions of private school administrators and teachers on selected methods of teacher evaluation. Private school administrators' perceptions...
Show moreSound evaluation of education personnel is linked to effective teacher practices. Private schools are taking an increasing responsibility for schooling the nation's youth. Presently, there is no formal statewide teacher evaluation program in the private school sector. To assist in the development of an evaluation program, this study investigated the perceptions of private school administrators and teachers on selected methods of teacher evaluation. Private school administrators' perceptions of evaluation methods are important since their views can influence the methods they accept. Teachers' perceptions of evaluation methods are important since their views influence their levels of support for the total system. The sample of this study consisted of personnel from private schools in Broward and Palm Beach Counties accredited by the Florida Council of Independent Schools. These educators expressed their opinion of nine selected methods of assessment of teaching effectiveness. A survey was taken of the perceptions of the two groups. Each administrator and teacher was asked to rate the level of agreement of how accurate she/he believed the method of evaluation was in assessing the effectiveness of teaching. Teachers and administrators were divided into independent groups by the variable "position." Data analysis was done to reflect differences in the attitudes of teachers and administrators toward certain methods of evaluation. A.05 alpha level of significance was used. Responses to the survey indicated that respondents were essentially neutral. The average response among the administrators and teachers tended to be close to three on a 1 (strongly agree) to 5 (strongly disagree) scale. This reflected the level of agreement or disagreement on the accuracy of each method as an assessment tool of effective teaching for all items on the questionnaire. An independent samples t-test was used to compare means of each variable across the independent groups. Results indicated that the null hypotheses, which stated that there were no significant differences in the way each group perceived nine selected methods of teacher evaluation (p >.05), could not be rejected. Suggestions for future research include a replication of this study using a larger sample as well as including the variables of gender, experience, and grade level. Implementation of inservice workshops that prepare private school administrators to evaluate teachers is also recommended. Such programs would improve the evaluation skills of administrators. Teacher participation in the development of an evaluation program in the private school system is also recommended. This study also showed that 5.9% of the teacher sample were never evaluated. Another 28.4% were evaluated only once a year. This investigation further demonstrated the fact that 17.6% of the teacher sample were not certified to teach and 1% did not have a college degree.
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Date Issued
1996
PURL
http://purl.flvc.org/fcla/dt/12460
Subject Headings
Teachers--Rating of--Florida, Teaching--Florida--Evaluation, Teacher-administrator relationships, Private schools--Florida
Format
Document (PDF)
Sustaining reform efforts in Broward County schools: A study of the Coalition of Essential Schools
Title
Sustaining reform efforts in Broward County schools: A study of the Coalition of Essential Schools.
Creator
Moffitt, Sharon., Florida Atlantic University, Pisapia, John
Abstract/Description
States, districts and schools continuously institute school reforms that propose to meet the needs of all students. Reform efforts come and go at such a rapid pace, it is often difficult for a school to participate in a reform effort long enough to give it a chance to succeed. This study looked at the internal and external contextual factors that contribute to the sustainability of a reform effort within a school. The purpose of this study was to determine the relationship of the level of...
Show moreStates, districts and schools continuously institute school reforms that propose to meet the needs of all students. Reform efforts come and go at such a rapid pace, it is often difficult for a school to participate in a reform effort long enough to give it a chance to succeed. This study looked at the internal and external contextual factors that contribute to the sustainability of a reform effort within a school. The purpose of this study was to determine the relationship of the level of integration of the core values of the Coalition Of Essential Schools (CES) into the management and instructional practices of the school and sustainability of the reform effort. This research is based on the belief that reform efforts must be maintained long enough to become the "way we do things" to have a significant impact on student achievement. Thirty schools within Broward County participated in this study. A survey questionnaire was developed by the researcher and 252 responses were returned. This study employed a quantitative study that was correlational in nature. Principal turnover results were surprising, as principals changed, sustainability rates rose. Findings indicate principal turnover and coordinator turnover had little impact on integration levels of the core values into the school's practices. The correlation between a school's socio economic status and sustainability found that schools with high numbers of students on free and reduced priced lunch had lower rates of sustainability. Research also indicated schools who were CES members for more than four years had high levels of integration of the core values into the school's practices. Finally, research showed that teacher turnover had a significant relationship to the level of integration of the core values of the CES into the school's practices and to the sustainability of the reform effort within the school.
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Date Issued
2006
PURL
http://purl.flvc.org/fcla/dt/12209
Subject Headings
Coalition of Essential Schools, Educational change--Florida--Broward County--Case studies, Teacher-administrator relationships, School management and organization
Format
Document (PDF)
Teacher involvement in school reform
Title
Teacher involvement in school reform.
Creator
Urban, Vickie Dodds, Florida Atlantic University, Maslin-Ostrawski, Patricia
Abstract/Description
This exploratory and descriptive case study of a cadre of teachers focused on their involvement in school reform through their participation as facilitators and coordinators in the Coalition of Essential Schools (CES) in the Broward County, FL Public School System. The purpose of the research was twofold. First, the research was conducted for the purpose of trying to discover characteristics common to the CES facilitators and coordinators used in this study. Second, the research was conducted...
Show moreThis exploratory and descriptive case study of a cadre of teachers focused on their involvement in school reform through their participation as facilitators and coordinators in the Coalition of Essential Schools (CES) in the Broward County, FL Public School System. The purpose of the research was twofold. First, the research was conducted for the purpose of trying to discover characteristics common to the CES facilitators and coordinators used in this study. Second, the research was conducted to describe the experiences and attitudes of these CES facilitators and coordinators in regard to their school reform efforts. Thirty-seven CES facilitators and coordinators participated in the quantitative part of the study. Thirteen of those 37 were interviewed for the qualitative portion of the research. Research showed that the participants in this study were highly self-directed, lifelong learners who were committed to education and school reform. Besides revealing the participants' perceptions of the benefits of involvement in school reform, the research also showed that many of the participants spent less time in the classroom as their role in school reform increased. Finally, the research showed that there are a growing number of teacher leaders who, having taken on new roles and responsibilities, do not fit in the present school organizational structure.
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Date Issued
1997
PURL
http://purl.flvc.org/fcla/dt/12530
Subject Headings
Educational change--Florida--Broward County--Case studies, Coalition of Essential Schools, Teacher-administrator relationships, School management and organization
Format
Document (PDF)