Implementation of the Teacher Professional Growth and Effectiveness System in Rural Kentucky High Schools

Autor/inn/en	Pharis, Thomas James; Allen, Larry; Mahoney, Jamie V.; Sullivan, Stephanie
Titel	Implementation of the Teacher Professional Growth and Effectiveness System in Rural Kentucky High Schools
Quelle	In: International Journal of Education Policy and Leadership, 13 (2018) 5, (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-5062
Schlagwörter	Teacher Evaluation; Teacher Effectiveness; Rural Schools; Secondary School Teachers; High Schools; Teacher Improvement; Teacher Attitudes; Program Implementation; Academic Achievement; Educational Change; Barriers; Administrator Attitudes; Attitude Change; Principals; Surveys; Mixed Methods Research; Kentucky + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; Oberschule; Lehrerverhalten; Schulleistung; Bildungsreform; Attitudinal change; Einstellungsänderung; Principal; Schulleiter; Survey; Umfrage; Befragung
Abstract	A focus on improving teacher quality and student achievement led many states to implement teacher effectiveness systems. The Charlotte Danielson Framework for Teaching was adapted by Kentucky as the Teacher Professional Growth and Effectiveness System (TPGES). This study examined educator viewpoints concerning the impact of TPGES on improving teacher quality and student achievement, educator attitude for implementation, time requirement, and the potential to impact teacher growth and student learning. Teacher and principal triangulated data indicated mixed viewpoints concerning the impact of TPGES implementation on improving teacher quality and improving student learning. The data did not indicate positive educator attitudes for the implementation and time requirement for TPGES. Study implications focused on five identified dispositions relevant for all educators striving to implement innovative change initiatives. (As Provided).
Anmerkungen	PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01