A Performance Evaluation System for Professional Support Personnel

Stronge, James H.; Helm, Virginia M.

doi:10.3102/01623737014002175

Cited by 10 publications

(5 citation statements)

References 6 publications

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“…Given the various implications of the No Child Left Behind Act, accountability to teacher evaluation is required. Additionally, if goal accomplishment (both school and teacher) are fundamental to success, then the evaluation system should reflect this orientation (Stronge & Helm, 1992).…”

Section: Accountability Orientationmentioning

confidence: 99%

“…Goals typically reflect a desired state of being, not an existing state. Therefore, if established goals (for both the individual teacher and the school) are to be achieved, an emphasis on improvement and monitoring of progress toward goal accomplishment is inherent in a sound evaluation system (Stronge & Helm, 1992). Davis, Ellett, and Annunziata (2002) argued that "school level professionals can either use a system for the evaluation of teaching as a perfunctory and meaningless bureaucratic necessity, or to use the evaluation system as a meaningful process that is viewed as a catalyst for improving teaching and learning in schools" (p.299).…”

Section: Improvement Orientationmentioning

confidence: 99%

“…to the individual as well as the institution are essential. Indeed, if goal accomplishment (both for the school and the teacher) is fundamental to success, then the evaluation system should reflect this balanced perspective (Stronge & Helm, 1992).…”

Section: Mutually Beneficial Goalsmentioning

confidence: 99%

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Teacher Evaluation and School Improvement: Improving the Educational Landscape1

Stronge¹

2006

Evaluating Teaching

Self Cite

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So why does teacher evaluation matter? Because teaching matters: "Without capable, high quality teachers in America's classrooms, no educational reform effort can possibly succeed" (Stronge & Tucker, 2003, p. 3). The core of education is teaching and learning, and the teaching-learning connection works best when we have effective teachers working with every student everyday. While effectiveness can be defined in myriad ways (Cruickshank & Haefele, 2001), the essential issue is that we have the most effective teachers possible guiding the learning of students. And, "without high quality evaluation systems, we cannot know if we have high quality teachers" (Stronge & Tucker, 2003, p. 3). Teacher evaluation is, first, about documenting the quality of teacher performance; then, its focus shifts to helping teachers improve their performance as well as holding them accountability for their work. "In recent years, as the field of education has moved toward a stronger focus on accountability and on careful analysis of variables affecting educational outcomes, the teacher has proven time and again to be the most influential school-related force in student achievement" (Stronge, 2002, p. viii). Given the emphasis on teacher quality as expressed in No Child Left Behind, as well as legislation, public policy, and practice in every state (and, for that matter, many nations throughout the world), a premium must be placed on high quality teacher evaluation systems to a degree that didn't exist heretofore. So why does teacher evaluation matter? Because regardless of how well a program is designed, it is only as effective as the people who implement it (Stronge, 1993). Thus, a conceptually sound, well designed, and properly implemented evaluation system for teachers is

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Section: Accountability Orientationmentioning

confidence: 99%

Section: Improvement Orientationmentioning

confidence: 99%

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Teacher Evaluation and School Improvement: Improving the Educational Landscape1

Stronge¹

2006

Evaluating Teaching

Self Cite

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“…From the data obtained through the research (see chart 2) and the results of the frequency and cumulative percentage of the two categories (fully and partially), about 89% of teachers declare that self-esteem affects the quality of teaching. While; related to the topical side, Bouchamma [8] and Stronge [11] emphasize that teachers, who have superior results in their evaluations, also have students with better results. In the same way, Paquay (2004 [9] argues that assessment is done to make appropriate corrections that require teaching practices to increase the quality of teaching.…”

Section: Discussionmentioning

confidence: 99%

Self-assessment as a mechanism for raising the quality of educational institutions, especially evaluation of the performance of teachers

Laska

Lima

Shala

et al. 2023

International Conference on Mathematical and Statistical Physics, Computational Science, Education, and Communication (ICMSCE 2

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One of the notable aspects of teacher performance evaluation is internal evaluation. This process is carried out through the cooperation of the leader of the educational institution and the staff of teachers and other school bodies to improve the quality and fulfilling the standards and competencies of the teachers' work. The educational institution uses the self-evaluation process for diagnostics or as a reference point for successful editing to become more effective in achieving its goals and the realism of its objectives. The successful implementation helps address corrective actions needed for better personal and institutional performance. In this scientific paper, with a particular focus, we will deal with some of the main aspects of the self-evaluation of teachers' performance. For the study to be as effective as possible, we surveyed 983 teachers. We obtained teachers' attitudes on the impact of self-assessment of performance on their commitment to the profession and their work with students. The findings show that over 52.1% think it affects 37% partly, 6.2% very little, and 4.8% not. Also, our focus has been to understand the attitude of teachers on the reasons why they do it and for whom they do the selfevaluation of their professional performance. The results of the study show that 10.7% of teachers do the selfevaluation "for themselves," 11.6," at the "school level," and 77.7% do the self-evaluation for the "Inspection Sector." Based on the study's findings, teachers do not do self-evaluation willingly but are necessarily obliged by the school directorate or inspection officials.

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“…There have been diverse efforts to propose a proper evaluating method for engineering programs or departments in order to measure the performance of them (Chen et al, 2009;Felder and Hadgraft, 2013;Johnson et al, 1999;Lee et al, 2008;Murphy et al, 2010;Politis and Siskos, 2004;Siskos et al, 2007;Sohn and Ju, 2010b;Sohn and Ju, 2011;Sohn and Kim, 2012;Stronge and Helm, 1992). One of most representative case studies concerning performance analysis in engineering programs was the EC2000 study commissioned by the Center for the Study of Higher Education at Pennsylvania State University; this study lasted for three and a half years (Lattuca et al, 2006).…”

Section: Performance Analysismentioning

confidence: 99%

Balanced Scorecard Based Performance Analysis of Accreditation for Engineering Education

Sohn²,

Ahn

et al. 2014

Industrial Engineering and Management Systems

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The number of students graduating from accredited programs has been increasing annually since the first students graduated from accredited engineering programs in Korean universities in 2004. In this paper, we evaluate the effect of engineering education accreditation by the Accreditation Board for Engineering Education of Korea (ABEEK). We developed performance evaluation indices based on the balanced scorecard concept and applied the proposed indicators to graduates, faculty, and industry employers to see if there are significant differences between accredited and non-accredited groups. Overall, regardless of survey object, engineering education accreditation was perceived to contribute to the elevation of engineering and science and the level of national growth. However, the differences between accredited and non-accredited groups for some key performance indicators were statistically insignificant. The results of this paper are expected to provide crucial feedback information for the improvement of engineering education accreditation in Korea.

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A Performance Evaluation System for Professional Support Personnel

Cited by 10 publications

References 6 publications

Teacher Evaluation and School Improvement: Improving the Educational Landscape1

Teacher Evaluation and School Improvement: Improving the Educational Landscape1

Self-assessment as a mechanism for raising the quality of educational institutions, especially evaluation of the performance of teachers

Balanced Scorecard Based Performance Analysis of Accreditation for Engineering Education

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