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The impact of the Pennsylvania academic standards on teacher evaluation and accountability: Forecasting criteria to create a teacher evaluation model for the futur

Posted on:2001-02-20Degree:Ed.DType:Dissertation
University:University of PittsburghCandidate:Vargo, Wayne WilliamFull Text:PDF
GTID:1467390014460548Subject:Educational administration
Abstract/Summary:
The meaning of teacher evaluation as an educational topic is often confused with classroom observation. The literature review in this study delineated and differentiated the concepts of evaluation, supervision, observation and rating, Furthermore, it identified the various models of teacher evaluation.;Four components, a survey, follow-up interviews, a discussion panel of experts, and literature review of contemporary teacher evaluation models, form the basis of this research. The study examined the interconnectivity of the components and focused on the evolution of the teacher evaluation processes in Pennsylvania schools where the reform agenda and student and teacher accountability issues are impacting education. A survey of regional Pennsylvania public school districts identified the specific teacher evaluation models used in those schools. The data revealed the purposes, perceptions, and attitudes of educational professionals toward current evaluation methods. The research identified the perceived components of future evaluation models and the extent that teacher evaluation should be connected to teacher accountability, the standards based reform movement and student assessment.;The research data indicated that most districts had implemented teacher-centered evaluation models that are disconnected from the rigorous standards based reform and school accountability issues. The lack of connection may be attributed to the shared philosophy among district administrators that "the standards may just be another fleeting whim." Several superintendents acknowledged that the district committees had not associated teacher evaluation and accountability to the academic standards when devising their new model. Another concern was the current trend toward flexible teacher-centered models and their disjunction with the rigid summative PDE 5501 evaluation form.
Keywords/Search Tags:Evaluation, Teacher, Educational, Standards, Models, Literature review, Pennsylvania
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