Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education Policy
The Impact Of Classroom Observations And Collaborative Feedback On Evaluation Of Teacher Performance, Based On The Danielson Framework For Teaching, Christine L. Hofer
The Impact Of Classroom Observations And Collaborative Feedback On Evaluation Of Teacher Performance, Based On The Danielson Framework For Teaching, Christine L. Hofer
Wayne State University Dissertations
ABSTRACT
THE IMPACT OF CLASSROOM OBSERVATIONS AND COLLABORATIVE FEEDBACK ON EVALUATION OF TEACHER PERFORMANCE, BASED ON THE DANIELSON FRAMEWORK FOR TEACHING
by
CHRISTINE L. HOFER
December 2016
Advisor: Dr. Thomas Edwards
Major: Education
Degree: Doctor of Philosophy
Teacher evaluation systems in Michigan are undergoing major reforms driven by recent legislation at both the federal and state levels. Multiple teacher observations, as well as student achievement data, are now required to be a major indicator of teacher effectiveness for evaluative purposes. The reformed system is high-stakes, as employment decisions such as layoffs and termination rest squarely on evaluation results. Implementation has …
Illinois Teacher Evaluation Student Growth Component: A Predecision-Making Policy Analysis, Joshua Robert Olsen
Illinois Teacher Evaluation Student Growth Component: A Predecision-Making Policy Analysis, Joshua Robert Olsen
Theses and Dissertations
ILLINOIS TEACHER EVALUATION STUDENT GROWTH COMPONENT:
A PREDECISION-MAKING POLICY ANALYSIS
Joshua R. Olsen
122 Pages May 2015
Public school districts in Illinois are going to face massive changes to their evaluation systems in the coming years. Thanks to the adoption of the Performance Evaluation Reform Act of 2010 and Senate Bill 7 of 2011, teacher evaluation must contain student growth as a significant factor, beginning with the 2016-2017 school year. Not only must student performance on tests become part of the evaluation of teachers, but, moreover, teacher evaluation will play a greater role in the hiring, retention, and release of …
Making Sense Of Exit Exam Policies: A Phenomenological Study Of English Language Development Teachers, Scott N. Forrest
Making Sense Of Exit Exam Policies: A Phenomenological Study Of English Language Development Teachers, Scott N. Forrest
Walden Dissertations and Doctoral Studies
There is a lack of understanding regarding how sensemaking could be incorporated into a professional development program to improve teacher quality and student achievement. The lived experiences of high school English language development teachers as they interpret English language development and one state's high school exit exam instructional policies were explored in this phenomenological study. The conceptual framework that supported this study is based on the theory of sensemaking, the processes by which educators interpret and implement policies. The participants were English language development teachers of English learners who have not yet passed the exit exam. Data were collected through …