Professional Pathways for Teachers: 2018-2019 Appraisal Results for Career and Technical Education Instructors. Publication 18.55

Autor/inn/en	Coco, Marlena; Minney, Dana
Institution	Austin Independent School District (AISD)
Titel	Professional Pathways for Teachers: 2018-2019 Appraisal Results for Career and Technical Education Instructors. Publication 18.55
Quelle	(2020), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Vocational Education; Vocational Education Teachers; School Districts; Professionalism; Teacher Effectiveness; Faculty Development; Educational Attainment; Teacher Salaries; Teacher Competencies; Middle School Teachers; High School Teachers; Teacher Evaluation; Compensation (Remuneration); STEM Careers; Business; Industry; Public Service; Texas (Austin) + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Ausbilder; School district; Schulbezirk; Professionalität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsabschluss; Bildungsgut; Lehrerbesoldung; Lehrervergütung; Lehrkunst; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Teacher appraisal; Lehrerbeurteilung; Abfindung; Kompensation; Lohnausgleich; Business studies; Wirtschaft; Betriebswirtschaft; Industrie; Public services; Öffentlicher Sozialdienst
Abstract	Comparisons between CTE and non-CTE instructors and between CTE endorsements were examined in the context of PPfT and CTE's overlapping goals of quality instruction and professional learning. CTE instructors had significantly higher summative scores than did non-CTE instructors. Almost twice as many CTE as non-CTE instructors earned a distinguished rating. Results supported key indicators of CTE high-quality instruction (i.e., prepared and effective program staff, engaging instruction, work-based learning opportunities, and standards-aligned and industry-based curriculum and instruction). (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01