Literaturnachweis - Detailanzeige
| Autor/in | Griesbach, Jan |
|---|---|
| Titel | A Longitudinal Analysis of Principals' Reliability in Evaluating Teacher Practices on the Danielson "Framework for Teaching": From Certification to Calibration to Re-Certification |
| Quelle | (2019), (179 Seiten)
PDF als Volltext Ph.D. Dissertation, Cardinal Stritch University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3921-7453-1 |
| Schlagwörter | Hochschulschrift; Dissertation; Principals; Reliability; Teacher Evaluation; Scores; Teacher Certification; Evaluation Methods; Urban Schools; Teacher Competencies; Evaluators; Faculty Development; Bias; Trust (Psychology); Teacher Administrator Relationship; Feedback (Response) |
| Abstract | The purpose of this quantitative, repeated measure, ex-post facto study was to investigate the trajectory of principals' ability to develop and maintain the knowledge to accurately rate teaching practices in eight of ten observable components on the "Framework for Teaching" (Danielson, 2013). Principals' scores on initial proficiency certification through subsequent calibration and re-certification assessments were utilized. The sample (N=102) included principals and assistant principals in a large, urban school district who completed Teachscape initial certification, calibration, and Teachscape re-certification during a four-year timeframe (2013-2017). Additional demographic data included variables related to principal's age, gender, highest degree earned, job title/role, years of experience in the district, years as an administrator in the district, and assigned region. Specifically, the study utilized principal's results on Teachscape assessments targeting Sub-Skill IV, which exclusively focuses on the assignment of an accurate score for eight areas of teacher competency as measured by scores from Stage 1 and Stage 2 of Initial Teachscape Certification Sub-Skills, and all calibrations and Re-certification. The repeated measures were analyzed through descriptive and inferential statistical techniques to determine patterns of consistency, reliability and rater-drift over a time period of 48 months. All calibration and re-certification mean scores were statistically lower than mean scores at initial certification at the p < 0.05 level. Findings suggest the need for more consistent re-training and feedback for evaluators, and ongoing professional development related to avoiding bias as methods to combat "rater drift". Additionally, supporting evaluator's efforts to foster trust, provide teachers with specific, meaningful, practice-based feedback and ameliorate evaluations as a solely compliance-based checklist, are discussed as strategies to ensure principals and teachers see value in the evaluation process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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