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The annual professional performance ...

Richards, Wendy L.

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The annual professional performance review of teachers: Perceptions and perspectives of stakeholders in New York State.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The annual professional performance review of teachers: Perceptions and perspectives of stakeholders in New York State./
作者:	Richards, Wendy L.
面頁冊數:	219 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3580616
ISBN:	9781321044416

The annual professional performance review of teachers: Perceptions and perspectives of stakeholders in New York State.
Richards, Wendy L.

The annual professional performance review of teachers: Perceptions and perspectives of stakeholders in New York State. - 219 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ed.D.)--D'Youville College, 2014.

This item must not be sold to any third party vendors.

The purpose of this case study is to examine the perceptions of school personnel and state leaders in New York State regarding the current teacher evaluation process known as the Annual Professional Performance Review (APPR), which is the annual evaluation of all teachers and administrators in New York State. Results of the APPR are used for making employment decisions and professional development. The review is based on student growth (d0%) on state and local assessments and multiple measures created by each district (b0%) (Education Law, Chapter 21 §3012-c, 2012). A comparative case study analysis will be used to examine the differences in perceptions between stakeholders and how their perceptions might impact the implementation of the APPR process. The specific objectives of the proposed study are: To identify the perceptions of those in the field of education related to the new teacher evaluation process; to identify the perceptions of state policy makers related to the new teacher evaluation process; and to identify best practices in teacher evaluation. Data will be gathered from school and state level documents, interviews with teachers, principals, legislators, and New York Education Department policy makers, and personal observations. This data will be analyzed through the lens of the conceptual framework based on Michael Fullan's (2008) educational change theory and Jurgen Habermas' (1971) social learning theory. The study will make recommendations on how to improve the implementation of new policies in the future.

ISBN: 9781321044416Subjects--Topical Terms:

783747
Education, Teacher Training.

The annual professional performance review of teachers: Perceptions and perspectives of stakeholders in New York State.
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245 1 4 $a The annual professional performance review of teachers: Perceptions and perspectives of stakeholders in New York State.
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500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: David Gorlewski.
502 $a Thesis (Ed.D.)--D'Youville College, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The purpose of this case study is to examine the perceptions of school personnel and state leaders in New York State regarding the current teacher evaluation process known as the Annual Professional Performance Review (APPR), which is the annual evaluation of all teachers and administrators in New York State. Results of the APPR are used for making employment decisions and professional development. The review is based on student growth (d0%) on state and local assessments and multiple measures created by each district (b0%) (Education Law, Chapter 21 §3012-c, 2012). A comparative case study analysis will be used to examine the differences in perceptions between stakeholders and how their perceptions might impact the implementation of the APPR process. The specific objectives of the proposed study are: To identify the perceptions of those in the field of education related to the new teacher evaluation process; to identify the perceptions of state policy makers related to the new teacher evaluation process; and to identify best practices in teacher evaluation. Data will be gathered from school and state level documents, interviews with teachers, principals, legislators, and New York Education Department policy makers, and personal observations. This data will be analyzed through the lens of the conceptual framework based on Michael Fullan's (2008) educational change theory and Jurgen Habermas' (1971) social learning theory. The study will make recommendations on how to improve the implementation of new policies in the future.
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