scholarly journals Supervisory feedback in the principal evaluation process

2020 ◽  
Vol 9 (3) ◽  
pp. 503
Author(s):  
Ahmed Mohammed Alkaabi ◽  
Suhair Ali Almaamari
Keyword(s):  
United Arab Emirates ◽  
Professional Learning ◽  
Professional Growth ◽  
Formative Evaluation ◽  
School Principals ◽  
Evaluation Process ◽  
Principal Evaluation ◽  
The Body ◽  
Other Information ◽  
Field Notes

The purpose of this qualitative study is to understand how school principals perceive their supervisors’ feedback in the formative principal evaluation process. It spotlights the benefits of supervisors giving effective feedback to school principals as a key component in formative evaluations. In addition, it uses a qualitative case study design situated within the context of the Al-Ain school district, which is supervised by the Abu Dhabi Education Council in the United Arab Emirates. The data was collected using several data collection methods, namely interviews, documents, and field notes. Six school principals participated in the study, and a thematic analysis of their comments and other information that they provided yielded four themes that reflected the quality of feedback they received: (1) feedback in absentia, (2) superficial or irrelevant feedback, (3) negative or judgmental feedback, and (4) constructive and individualized feedback. The evidence concludes that feedback aimed at improving the leadership practices of principals is limited, and there is no embedded professional learning dialogue wherein such feedback exists. This study adds to the body of leadership literature and sets forth implications for enhancing and redesigning feedback delivery in the formative evaluation process to improve principals’ practices and support their professional growth.

Beyond the workshop: An interpretive case study of the professional learning of three elementary music teachers

2020 ◽  
pp. 1321103X1987107
Author(s):  
Jody Stark
Keyword(s):  
Professional Learning ◽  
Professional Growth ◽  
Music Teachers ◽  
Individual Case ◽  
Elementary Music ◽  
Collective Case Study ◽  
Field Notes ◽  
Cross Case Analysis

This article outlines the methodology and findings from an interpretive collective case study exploring the professional learning of three elementary music teachers. Participants were purposefully selected based on their differing career stages, background, and teaching situations, and each participant was interviewed five or six times over the course of the 5-month study. Additional data sources included field notes from classroom observations, a variety of artifacts provided by the participants, and responses to Pre-Interview Activity prompts. Through hermeneutic analysis of individual case data related to each participant’s teaching and experience of professional learning, participants were found to have a variety of highly personalized learning processes which they used as mechanisms for their ongoing professional growth. Cross-case analysis revealed three larger themes related to the participants’ professional learning: (1) The quality of the participants’ learning was always instrumental and related to specific personal goals for/issues in practice; (2) meaningful professional learning had a temporal element and was characterized by continuity; and (3) the participants’ professional learning was social in nature.

scholarly journals Disposición del docente universitario respecto a la evaluación de pares / Teachers’ perceptions of peer evaluation in a public university in Mexico

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Aurora Berenice Ortega Ávila
Keyword(s):  
Teacher Effectiveness ◽  
Professional Growth ◽  
Formative Evaluation ◽  
Teacher Performance ◽  
Evaluation Process ◽  
Educational Institutions ◽  
Daily Work ◽  
Teachers Perceptions ◽  
Real Change

ABSTRACTIn order to judge the effectiveness of their programs, educational institutions measure performance of teachers students. In particular, the evaluation of teacher performance has become one of the most widely used methods for gauging the quality of teaching. In universities, the judgement of teacher effectiveness is based largely on the measurement of teacher performance. In order to accomplish real change in teacher effectiveness it is essential to create “…training programs/evaluation which accompany the teacher in their daily work.... it is about designing formative assessment programs”(Pacheco and Diaz ,2000 p.27). The purpose of formative evaluation programs is to help the teacher improve their practices over time and to encourage their participation in that process. In order to accomplish this, it is necessary to develop programs that support the teacher throughout the evaluation process. The intent of this paper is to explore the perceptions of teachers in the roles of evaluator and evaluated as they participate in an evaluation of their colleagues. With this it aims to promote a culture of evaluation where the teacher who is advised by his or her colleagues finds support in his or her teaching development. Peer review is considered an opportunity for professional growth and thereby improves the performance of teachers in the classroom.RESUMENLa presente investigación es de carácter cualitativo descriptivo y se enfoca al análisis de la de la evaluación de pares, desde la percepción de los docentes mexicanos en un contexto universitario. Para el estudio se formaron 5 díadas de profesores provenientes de las diferentes licenciaturas del campus. Cada uno de los profesores desempeñó los roles de observador y observado durante el proceso. La información fue recolectada a través de entrevistas. Entre los resultados obtenidos en esta investigación fue la percepción de la evaluación de pares como una buena práctica para mejorar tanto el desempeño profesional del docente, así como la calidad educativa de una institución. El estudio plantea la evaluación de pares como una gran experiencia de aprendizaje. La fase de retroalimentación entre los profesores resultó ser crucial en este proceso de evaluación de pares. Entre las recomendaciones se sugiere implantar una metodología y técnicas que permitan crear un ambiente de confianza y credibilidad. Finalmente como resultado del análisis de esta investigación se ofrece una serie de lineamientos para implementar el proceso de evaluación de pares. Contacto principal: [email protected]

scholarly journals Fostering Professional Learning through Relational Teacher Development: Reconceptualizing the Delivery of Professional Development

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Julian Kitchen
Keyword(s):  
Professional Development ◽  
School Improvement ◽  
Teacher Development ◽  
Professional Learning ◽  
Professional Growth ◽  
School Teacher ◽  
Primary Sources ◽  
Professional Renewal ◽  
Field Notes ◽  
Journal Entries

This article explores the importance of relationship in professional development and professional learning. The four-year relationship between the author and an experienced elementary school teacher is examined. Central to the research puzzle is how the relational stance adopted by the author contributed to the dramatic professional renewal of the teacher. Field notes and journal entries are primary sources of data for this narrative inquiry. Relational teacher development, seven learnings identified as contributing to their shared professional growth, is used as a framework for analysis of the data and is then interpreted in relation to continuing professional learning and school improvement.

Impairment Tutorial: Spinal Cord Stimulation and Intraspinal Opioids:Impairment Rating Issues

2000 ◽  
Vol 5 (5) ◽  
pp. 4-5
Author(s):  
James B. Talmage ◽  
Leon H. Ensalada
Keyword(s):  
Medical Records ◽  
Evaluation Process ◽  
Current Approach ◽  
Satisfaction Survey ◽  
Start Time ◽  
Medical Evaluation ◽  
Independent Medical Evaluation ◽  
Other Information ◽  
Physician Reviews ◽  
Written Informed Consent

Abstract Evaluators must understand the complex overall process that makes up an independent medical evaluation (IME), whether the purpose of the evaluation is to assess impairment or other care issues. Part 1 of this article provides an overview of the process, and Part 2 [in this issue] reviews the pre-evaluation process in detail. The IME process comprises three phases: pre-evaluation, evaluation, and postevaluation. Pre-evaluation begins when a client requests an IME and provides the physician with medical records and other information. The following steps occur at the time of an evaluation: 1) patient is greeted; arrival time is noted; 2) identity of the examinee is verified; 3) the evaluation process is explained and written informed consent is obtained; 4) questions or inventories are completed; 5) physician reviews radiographs or diagnostic studies; 6) physician records start time and interviews examinee; 7) physician may dictate the history in the presence of the examinee; 8) physician examines examinee with staff member in attendance, documenting negative, physical, and nonphysiologic findings; 9) physician concludes evaluation, records end time, and provides a satisfaction survey to examinee; 10) examinee returns satisfaction survey before departure. Postevaluation work includes preparing the IME report, which is best done immediately after the evaluation. To perfect the IME process, examiners can assess their current approach to IMEs, identify strengths and weaknesses, and consider what can be done to improve efficiency and quality.

A Worthwhile Collaboration: Integrating Optometry and Occupational Therapy in the Treatment of Children

2020 ◽  
pp. 221-236
Keyword(s):  
Occupational Therapy ◽  
Professional Growth ◽  
Interprofessional Collaboration ◽  
Pediatric Population ◽  
Occupational Therapists ◽  
The Body ◽  
Collaborative Practice ◽  
Primary Data ◽  
Visual Deficits ◽  
Vision Deficits

Background: Vision deficits are highly prevalent in children with neurodevelopmental disorders including those with motor delays, learning and reading difficulties, and maladaptive behaviors. These deficits can interfere with their participation and performance in everyday life activities and therefore, require a comprehensive approach to therapy. As such, optometrists and occupational therapists are an optimal team to provide interprofessional collaborative care, reported in research as best practice, in the treatment of these children. However, little is known about the long-called-for collaboration between these professions. The purpose of this study was to explore factors and implications associated with a collaborative practice between optometrists and occupational therapists in the co-management of vision deficits in the pediatric population. Methods: A qualitative, descriptive design was employed to explore perceptions of collaborative practice among teams of optometrists and occupational therapists in the remedial care of children with visual deficits. Following IRB approval, co-located optometrists and occupational therapists were recruited for this study. Semistructured interviews served as the primary data collection tool to investigate the factors and implications of collaborative practice. Results: Eleven professionals provided informed consent and took part in this study, including five occupational therapists and six optometrists. Following thematic analysis, four overarching themes emerged including 1) professional boundaries, 2) co-located, integrated practice, 3) professional growth, and 4) improved patient care. Participants indicated that although barriers exist, exercising humility, upholding patient-centered focus, maintaining mutual respect, communicating frequently, and co-location were factors that enable collaboration. Positive outcomes related to both the provider and the patient were further highlighted supporting the interprofessional collaboration between these professionals. Conclusions: The findings of this qualitative study add to the body of evidence underpinning interprofessional collaborative practice. Furthermore, this study supports the coordination of care, through optometry and occupational therapy collaboration, in the treatment of visual deficits in children with special needs.

Collegiate Principal Structures in Implementing a School Behaviour Support Program: The Role of the Local Management Group Model

2021 ◽  
pp. 1-14
Author(s):  
Judith Foggett ◽  
Robert Conway ◽  
Kerry Dally
Keyword(s):  
High School ◽  
Preservice Teachers ◽  
Professional Learning ◽  
School Principals ◽  
Individual Student ◽  
Group Model ◽  
Local Management ◽  
Problem Behaviour ◽  
Local Schools ◽  
The Individual

Abstract Student problem behaviour in schools is an issue for teachers, schools, and education jurisdictions. Problem behaviour also has an effect on families, the individual student, and the community. It is one of the principal issues of discussion for teachers, preservice teachers, principals, and policymakers. The purpose of this study was to examine a model that supports schools in managing available resources to promote positive behaviour and address problem behaviour. Interviews were conducted with 12 primary and high school principals to investigate their experiences of working together in 6 local management groups (LMGs) for the management of student behaviour. The findings revealed that the LMG model supported effective collaborative leadership practices between the high school and primary school principals and encouraged collegial networks among primary and high school teachers through joint professional learning opportunities. The benefits of the LMG model highlighted some positive outcomes for principals, teachers, and students with problem behaviour within their local schools.

Examining the relationship between the psychological contract and organisational commitment

2015 ◽  
Vol 23 (1) ◽  
pp. 102-122 ◽  
Author(s):  
Fauzia Jabeen ◽  
Mohamed Behery ◽  
Hossam Abu Elanain
Keyword(s):  
Transformational Leadership ◽  
Longitudinal Study ◽  
Transactional Leadership ◽  
United Arab Emirates ◽  
Psychological Contract ◽  
The Body ◽  
Mediating Effect ◽  
Organisational Commitment ◽  
Content Type ◽  
The Impact

Purpose – The aim of this study is to examine the impact of the psychological contract, relational psychological contract and transactional psychological contract on organisational commitment as mediated by transactional leadership in the United Arab Emirates (UAE) context. The paper also explores the contractual status to determine if the theory remains valid, regardless of the fact whether one is employed as a contingent or permanent worker. Design/methodology/approach – This research made a longitudinal study spanning a 24-week time period. Data were collected using a self-administered structured questionnaire prepared in English and Arabic, at three stages representing three visits to the participating companies in the UAE. Pearson’s correlation analysis and multiple regression analysis were used to examine the research hypotheses. Findings – The results show that the psychological contracts (transactional and relational) are positively related to transactional leadership. This study categorizes several consequential relationships between transactional leadership and organisational commitment. It also advocates that transactional leadership has only a fractional mediating role in relation to relational psychological contract, transactional psychological contract and organisational commitment. Practical implications – The findings suggest that practitioners and academics alike should note that the nature of the psychological contract employed will impact upon commitment and retention. Originality/value – This study makes a significant contribution to the body of literature, being the second part of a longitudinal study that aimed at testing the mediating effect of transactional leadership on organisational commitment within the context of the UAE. In the earlier study, the intent was to analyse the role of transformational leadership as a mediator between the psychological contract and organisational commitment. Typically, transformational leadership has been found to partially mediate the above mentioned relationships. In addition, it also advocates that there may be some value in considering the employees’ contractual status with regard to the psychological contract and its impact on organisational commitment.

scholarly journals Humour in Sports Coaching: ‘It’s a Funny Old Game’

2018 ◽  
Vol 23 (4) ◽  
pp. 744-762 ◽  
Author(s):  
Christian Nicholas Edwards ◽  
Robyn L Jones
Keyword(s):  
Social Order ◽  
Social Role ◽  
Participant Observation ◽  
Ethnographic Study ◽  
The Body ◽  
Social Significance ◽  
Ethnographic Film ◽  
The Social ◽  
Field Notes ◽  
Sports Coaching

The primary purpose of this article was to investigate the use and manifestation of humour within sports coaching. This was particularly in light of the social significance of humour as a critical component in cultural creation and negotiation. Data were gathered from a 10-month ethnographic study that tracked the players and coaches of Senghenydd City Football Club (a pseudonym) over the course of a full season. Precise methods of data collection included participant observation, reflective personal field notes, and ethnographic film. The results demonstrated the dominating presence of both ‘inclusionary putdowns’ and ‘disciplinary humour’, particularly in relation to how they contributed to the production and maintenance of the social order. Finally, a reflective conclusion discusses the temporal nature of the collective understanding evident among the group at Senghenydd, and its effect on the humour evident. In doing so, the work contributes to the body of knowledge regarding the social role of humour within sports coaching.

A Systems Approach to the Design and Development of Interactive Videodisc Training

1989 ◽  
Vol 17 (4) ◽  
pp. 255-271 ◽  
Author(s):  
Jeffrey A. Cantor
Keyword(s):  
Formative Evaluation ◽  
Systems Approach ◽  
System Development ◽  
Process Analysis ◽  
Evaluation Process ◽  
Interactive Videodisc ◽  
Systematic Design ◽  
Design And Development ◽  
Test And Evaluation ◽  
Instructional Product

This article describes a four-phased process used by the U.S. Navy for the systematic design and development of interactive videodisc (IVD) courseware (ICW). Phase One of the process, Analysis and Alternatives, describes the methodology for analyzing job/task data for the purpose of verifying the appropriateness of interactive videodisc as the medium of instructional choice, and for analyzing the proposed problem, and scoping out the approach and solution. Phase Two, System Design, describes the process for the layout and design of the IVD instructional product. Phase Three, System Development, discusses the process followed to actually develop and construct an IVD system. Lastly, Phase Four, System Test and Evaluation, will describe the formative evaluation process through which the IVD product and system is proven ready for use.

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