1. Overview
It is important to note, from the onset, that growth in every sector is often preceded by an assessment of current performance, appraisal of desired performance, and formulation of the measures to be taken to close any existing gap. This evaluation model for Washington High School is inclusive of the subsystems meant to not only assess, but also gauge teaching, administration, and programs. Teacher evaluation, according to Darling-Hammond et al. (as cited in Razik and Swanson, 2009), “generally addresses four purposes: individual improvement, school improvement, individual accountability, and organizational accountability” (p. 195).
2. Practice and Performance
2.1 Observation
There will be two observation schedules – formal and informal. At least one formal observation (in a class setting) shall be undertaken every two years. With regard to the informal schedule, two such observations (in a class setting) will be completed annually. Feedback is designed to facilitate the growth of the teacher as an educator. In that regard, therefore, comments presented by evaluators will not only be direct, but also clear and concise. Their content will be largely supportive and will be inclusive of ratings evidence, actions recommended, and follow-up timeline.
2.2 Other Practice Reviews
The goal of evaluations should be the provision of feedback that is largely comprehensive. In that regard, therefore, all engagements of relevance to not only the professional...
References
Gregory, G.H. & Chapman, C. (2012). Differentiated Instructional Strategies: One Size Doesn’t Fit All (3rd ed.). Thousand Oaks, California: Corwin Press.
Grissom, J.A. & Youngs, P. (Eds.). (2016). Improving Teacher Evaluation Systems: Making the Most of Multiple Measures. New York, NY: Teachers College Press.
Razik, T.A. & Swanson, A.D. (2009). Fundamental Concepts of Educational Leadership Management. Belmont, CA: Ally and Bacon
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Self-Efficacy: A Definition Social Cognitive Theory Triangulation Data analysis Teacher Self-Efficacy Problems for the researcher Data Analysis and Related Literature review. Baseline Group Gender Deviation Age Deviation Comparison of data with other literature in the field. Everyday Integration Efficacy, Self-esteem, Confidence and Experience Barriers to use Integration paradigm. Co-oping and Project design. Organizational Climate Teacher Integration Education. Meta-evaluation of data and related literature. Data Analysis and Comparison Recommendation for Further Research Data Review Report Teacher efficacy in the classroom is facilitated by a number of different factors for different professions. However,
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