Teacher performance evaluation in the southeastern states: Forms and functions

Kuligowski, Barbara; Holdzkom, David; French, Russell L.

doi:10.1007/bf00122134

Cited by 8 publications

(2 citation statements)

References 5 publications

(5 reference statements)

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“…Thus, the school principals need to observe the special education classes constantly. It was discovered that the number of classroom inspections across the world is not limited to twice in an academic year and varies from school to school (Kuligowski, Holdzkom & French, 1993;Oliva & Pawlas, 2004). Reckmeyer (2020) discovered that the frequency and the quality of the interaction between the school principals and the teachers improve the satisfaction of the teachers.…”

Section: Discussionmentioning

confidence: 99%

School Principals’ Views on Classroom Inspection

GÖLCÜK>

Atik

2022

Participatory Educational Research

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School principals were charged with classroom supervision which had been in the supervisors’ area of responsibility by the regulations effectuated in 2014. The aim of this study was to find out the views of school principals on classroom supervision based on the amendment of regulations. The research was conducted by a qualitative design and phenomenological method was used. Study group of the research was school principals working in the districts of Battalgazi and Yeşilyurt in Malatya, Türkiye in the academic year of 2019-2020. The semi-structured interview guide, which was designed by the researchers, was used as the data collection tool after the expert opinions were obtained and corrections were made on it. 15 school principals, who were chosen by convenience sampling, were interviewed. Interviews were recorded based on the approval of participants. Code names were given to all participants as M1, M2, M3, … Qualitative data gathered from the participants during the interviews were analyzed by content analysis. First, the researcher coded the data separately. After that, both the researcher and another field member coded the data synchronically and reached a consensus. New codes were created where divergence appeared. It can be stated that school principals have positive views on being charged with classroom supervision. In fact, school principals state that they are not troubled with their supervision duty on teachers, but supervisors should also take part in the supervision process in order to make the process more effective and active.

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Section: Discussionmentioning

confidence: 99%

School Principals’ Views on Classroom Inspection

GÖLCÜK>

Atik

2022

Participatory Educational Research

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“…These assessments were viewed favorably by many educators, researchers, and policy makers because they were based on empirical research, particularly on process/product research on teaching (Kuligowski, Holdzkom, & French, 1993;Pecheone & Stansbury, 1996). By drawing their assessment criteria from the same research base, Florida, Georgia, Texas, and other states were able to promote a common understanding of teaching across the region and to provide educators within and between states with a common language for discussing teaching practice (Kuligowski et al, 1993). Process/product research also influenced the data-collection methods used in these assess-ment systems.…”

Section: Teacher Performance Assessments In the 1980smentioning

confidence: 99%

State Policy Related to Teacher Licensure

Youngs¹,

Odden²,

Porter³

2003

Educational Policy

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This article is based on a study of the 2001-2002 teacher licensure requirements in all 50 states in the United States. For the study, data were collected on whether states require licensure candidates to pass tests of basic skills, subject matter knowledge, and/or pedagogical knowledge; and whether states use performance assessments in making professional licensure decisions. The main objectives of this article are to examine the extent to which states implemented performance assessments for use in making professional licensure decisions as of 2001-2002, to consider differences among various types of assessments and different ways in which they are used, and to explore challenges to their use in licensure decisions. Despite the promise of these new assessments, few states have implemented them due to concerns about costs; the need to establish evidence related to validity, reliability, and fairness; and the assessments' potential effects on teacher supply.

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Teaching and Learning in Saudi Arabia

Hamdan¹

2015

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Teacher performance evaluation in the southeastern states: Forms and functions

Cited by 8 publications

References 5 publications

School Principals’ Views on Classroom Inspection

School Principals’ Views on Classroom Inspection

State Policy Related to Teacher Licensure

Teaching and Learning in Saudi Arabia

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