Using standards to evaluate accountability policy in context: School administrator and teacher perceptions of a teacher evaluation system

Paufler, Noelle A.; Sloat, Edward F.

doi:10.1016/j.stueduc.2019.07.007

Cited by 35 publications

(20 citation statements)

References 32 publications

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“…This issue is resolved by the letter of the Russian Federation Education and Science Ministry № 03/7480-o dated 28.06.2019, which defines the term "competence" as knowledge, skills and production experience applied and improved in specific conditions, and "qualification" as the official expression of employee technical or professional skills. Also, in the conditions of the professional standard transition, the question about the teacher education mandatory need for each employee from among the teaching staff arose [3]. The letter of the Education and Science Ministry № 03/8750-o explains that employees from the teaching staff are not required to undergo professional retraining in pedagogy.…”

Section: Resultsmentioning

confidence: 99%

Qualification reference book and teacher professional standard cancellation justification

et al. 2020

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The research is about the Russian qualification reference book and the Russian professional standard "Professional training, professional education and additional professional education teacher" comparison. The Russian professional educational standard was analyzed and main reasons of it’s cancelling were determined and described. The basis of the article is the educational society ambiguous attitude to the professional standard introduction. The Russian professional standard "Professional training, professional education and additional professional education teacher" main principles were dismantled. The main differences of the Russian qualification reference book and the Russian professional standard were given. In the process of this comparison the weak points of professional standard were determined and described. The other researchers and teaching staff attitude the Russian professional standard introduction were also reflected in this article. The professional standard launch cancellation was justified. That is why there are detected main disadvantages of the qualification reference book and these modern and actual stayed. Based on this the conclusion was made that new legal regulatory document is urgently needed. But planned professional standard was underdeveloped.

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Section: Resultsmentioning

confidence: 99%

Qualification reference book and teacher professional standard cancellation justification

et al. 2020

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“…Motivation is the key to development, and to retain teacher morale, teachers' opinions must be included in the system carrying out teacher accountability (Steins et al, 2020). Implications Although research on the technical merits of teacher evaluation systems has been ongoing, fewer studies have examined the perceptions of practitioners regarding the appraisal system (Paufler & Sloat, 2020); this study has contributed in this aspect reflecting not only how stakeholders felt, but also commenting on the overall effectiveness of the system. It is included that the overall effectiveness of the appraisal system is not impressive since it is not resulting in teacher motivation for self-improvement or satisfaction and commitment with the system.…”

Section: Discussionmentioning

confidence: 99%

Factors Affecting the Satisfaction of School Teachers with Performance Appraisal System in Punjab

Arif¹,

Nadeem²,

Khaliq

2020

RJSSER

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Performance Appraisal System (PAS) is the tool the education department of Pakistan uses to evaluate the performance of teachers. Survey research was conducted to determine the satisfaction level of public-school teachers with conduction and outcomes of PAS. The correlational research design was planned to determine the perceptions of the teachers about their competencies in areas evaluated by PAS and its outcomes. A multistage random sampling technique was used to access the target sample of 900 higher secondary school teachers from 12 out of 36 districts of Punjab. Since it was a pioneer study, a self-constructed questionnaire was used for the survey piloted on two out of 12 selected districts. The questionnaire was distributed among 1200 teachers; 960 were retrieved, and 900 were tabulated and recorded on SPSS 21 for the final analysis. Both descriptive and inferential statistics were applied. After ensuring reliability, the items were factorized using the exploratory factor analysis technique yielding six factors. Pearson Correlation was conducted to determine the strength of the relationship among the variables, while multiple linear regressions using the stepwise method were conducted to get informed with the critical risk factors associated with the satisfaction of teachers with the conduction of PAS. The results reveal a highly complex situation faced by school teachers; though teachers have displayed complete knowledge about the conduction of the PAS process and its consequences, yet, not only the teachers seem deficient in the needed skills; they also lack motivation for self-development.

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“…Its popularity in over 20 countries is based on its uniform evaluation for teachers, principals, and leaders, its comprehensiveness and easy implementation of its seven research-based professional standards custom design for teachers, result-based standards for assessing students' progress and promoting instructional accountability (Stronge and Tonneson, 2012). Lastly, a study has focused on teachers' attitudes toward an evaluation system (Paufler and Sloat, 2020). A similar study in the Iranian EFL context revealed that items such as transparency, fairness, multiple measurement, formative evaluation, and cognizance of unequal power relations are critical for an effective evaluation system (Mazandarani and Troudi, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Using Stronge Teacher Evaluation System to Assess the Effectiveness Level of Mr. Brown as an EFL Teacher in the Mind Your Language TV Show: An Attempt to Validate a Reflective Tool to Train Preservice EFL Teachers

Lasekan

2021

Front. Psychol.

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To develop a reflective tool for promoting teacher effectiveness among preservice EFL teachers, this article seeks to investigate the effectiveness degree of an EFL teacher as it is being depicted in a popular TV show. This is conducted using the Stronge teacher evaluation system to assess the main character’s level of effectiveness as an EFL teacher (Mr. Brown) in the Mind Your Language TV show. Drawing upon the intersection of the character’s effectiveness within the framework of characterization, representation, and perceived realism theory, a qualitative research method involving seven performance indicators of the Stronge teacher evaluation system was adopted to assess the main character. The findings showed that the character is a highly effective EFL teacher because his personal and professional characteristics are evidenced in the evaluation system’s seven performance standards. This suggests that the Show can be used as a reflective tool by preservice EFL teachers to construct and enhance their professional identities and instructional practices. This work contributes to the existing knowledge of teachers’ representation in movies and its implication in preservice EFL education by providing the first study on the representation of EFL teachers in a TV show. A future research direction is also presented.

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Using standards to evaluate accountability policy in context: School administrator and teacher perceptions of a teacher evaluation system

Cited by 35 publications

References 32 publications

Qualification reference book and teacher professional standard cancellation justification

Qualification reference book and teacher professional standard cancellation justification

Factors Affecting the Satisfaction of School Teachers with Performance Appraisal System in Punjab

Using Stronge Teacher Evaluation System to Assess the Effectiveness Level of Mr. Brown as an EFL Teacher in the Mind Your Language TV Show: An Attempt to Validate a Reflective Tool to Train Preservice EFL Teachers

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