The Factorial Structure of the North Carolina Teaching Performance Appraisal Instrument

Abstract

The factorial structure of the performance ratings of 27 teaching practices contained on the North Carolina Teaching Performance Appraisal Instrument (TPAI) is reported in this paper. As currently used, ratings using the TPAI yield five scores: (a) Management of Instructional Time, (b) Management of Student Behavior, (c) Instructional Presentation, (d) Instructional Monitoring, and (e) Instructional Feedback. This five function scoring scheme is based on logical judgement and not empirical evidence. The results a study using factor analysis procedures suggest that a five factor solution that paralleled the current scoring scheme was not as parsimonious as a two factor solution. The clarity and meaningfulness of the interpretation of the two factor solution provides supportive evidence for the construct validity of the TPAI as well as suggestions for a more utilitarian procedure for using the instrument in large scale teaching performance assessment programs.

Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME)

“…So the video clips used for the assessment in our study refer to typical classroom management situations in which teachers are heavily challenged (following classifications provided by Hawk and Schmidt 1989;Swartz et al 1990;Doyle 2006), involving to manage transitions, instructional time, student behavior, and instructional feedback. Although each video can be assigned to one of these situations, they also include aspects of the other situations.…”

“…These video clips were carefully selected from a pool of video clips available to the research team. For conceptual reasons, the selection procedure applied mainly intended to follow classifications of typical classroom management situations found in the literature (Hawk and Schmidt 1989;Swartz et al 1990;Doyle 2006): The video clips had to represent authentic and comprehensive situational information of classroom instruction in which a teacher is challenged (1) to manage transitions, (2) to manage instructional time, (3) to manage student behavior, and (4) to manage instructional feedback. Whole-class interaction teaching situations were preferred, as in terms of effective classroom management they are more complex and thus more challenging for teachers than private work time situations during which a teacher assists a single student or a group of students (Kounin 1970).…”

Principals Perception Regarding Factors Affecting The Performance Of Teachers

“…The next seven items (8)(9)(10)(11)(12)(13)(14) refer to the second factor -subject mastery. Further, the next seven items (15)(16)(17)(18)(19)(20)(21) pertain to the third factorteaching methodology, and the last seven items (22)(23)(24)(25)(26)(27)(28) refer to the fourth factor -personal characteristics.…”

Teaching Competencies in Higher Education: A Needs Analysis Study Regarding to Develop Instructional Planning and Evaluation Course

“…Diğer bir boyutta programların beklentileri karşılaması için, bu programların uygulayıcısı olan öğretim elemanlarının öğretim yeterliklerinin de son derece önemli olduğu görülmektedir. Öğretim elemanlarının sahip olmaları beklenen öğretim yeterliklerinin kapsamı ve boyutları geçmişten günümüze gerçekleştirilen farklı araştırmalarda incelenmiş ve değerlendirilmiştir (Boysen, Richmond & Gurung, 2015;Catano & Harvey, 2011;Ganieva vd.,2015;Gibb;1955;Harvey, 2002;Isaacson vd., 1964;Keeley, Smith & Buskist;2016;Patrick & Smart,1998;Solomon 1966;Smith & Simpson, 1995;Swartz, White, Stuck & Patterson, 1990;Trigwell & Prosser, 2004). Yükseköğretim düzeyinde ders veren bir öğretim elemanının sahip olması gereken bu yeterlikleri içeren en genel sınıflamanın ise öğretimi planlama, uygulama ve değerlendirme boyutlarını kapsadığı belirlenmiştir (Addison & Stowell, 2012;Brown & Atkins, 1988;Stefani, 2009).…”