scholarly journals Exploratory Analysis of Teacher Artifacts as Evidence of Educator Effectiveness Implementation Fidelity

2018 ◽  
Vol 3 (1) ◽  
pp. 6-18
Author(s):  
Pete Goldschmidt ◽  
Alia Congdon Congdon
Keyword(s):  
Instructional Practices ◽  
Professional Growth ◽  
Implementation Fidelity ◽  
Experienced Teachers ◽  
Written Feedback ◽  
Quality Feedback ◽  
Teacher Professional Growth ◽  
Educator Effectiveness ◽  
Teacher Professional ◽  
Principal Feedback

We collected artifacts from 42 teachers participating in a statewide educator effectiveness system to examine the fidelity with which the formative components of the system were implemented. Specifical- ly, we collected written feedback from principals to teachers and teacher professional growth goals. We developed indicators of quality for each and examined whether there were relationships between these two indicators as well as with observations. Overall, principal feedback was often aligned with observation scores and the quality was directly related to the number of observation elements scored. Feedback is readily partitioned into two constructs: clarity of communication and instructional practices. Feedback consistently demonstrated clarity of communication but was less likely to address instructional practices. Importantly, novice teachers received poorer quality feedback than experienced teachers. Teacher Professional Growth Goals tended to be superficial and rarely included details such as specific action steps or measurable outcomes. Although exploratory, evidence that both feedback and growth goals varied to some extent by school imply that both feedback and growth goals can be impacted by better guidance.

scholarly journals Implementation of the Teacher Professional Growth and Effectiveness System in Rural Kentucky High Schools

2018 ◽  
Vol 13 (5) ◽  
Author(s):  
Thomas James Pharis ◽  
Larry Allen ◽  
Jamie V Mahoney ◽  
Stephanie Sullivan
Keyword(s):  
Student Achievement ◽  
Teacher Quality ◽  
Professional Growth ◽  
Time Requirement ◽  
Change Initiatives ◽  
Educator Attitudes ◽  
Teacher Professional Growth ◽  
Teacher Professional ◽  
Improving Student Learning ◽  
The Impact

A focus on improving teacher quality and student achievement led many states to implement teacher effectiveness systems. The Charlotte Danielson Framework for Teaching was adapted by Kentucky as the Teacher Professional Growth and Effectiveness System (TPGES). This study examined educator viewpoints concerning the impact of TPGES on improving teacher quality and student achievement, educator attitude for implementation, time requirement, and the potential to impact teacher growth and student learning.Teacher and principal triangulated data indicated mixed viewpoints concerning the impact of TPGES implementation on improving teacher quality and improving student learning. The data did not indicate positive educator attitudes for the implementation and time requirement for TPGES. Study implications focused on five identified dispositions relevant for all educators striving to implement innovative change initiatives.

Teacher Professional Growth in Summative Assessment and Meaningful Learning: A Case Study in Pre-Vocational Geography Education in The Netherlands

2020 ◽  
Vol 35 (1) ◽  
pp. 63-84
Author(s):  
Erik Bijsterbosch ◽  
Tine Béneker ◽  
Wilmad Kuiper ◽  
Joop van der Schee
Keyword(s):  
The Netherlands ◽  
Professional Growth ◽  
Classroom Assessment ◽  
Meaningful Learning ◽  
Summative Assessment ◽  
Geography Education ◽  
Assessment Practices ◽  
Teacher Professional Growth ◽  
Teacher Professional

Teachers’ classroom assessment practices tend to encourage rote learning instead of meaningful learning. To enhance teachers’ classroom assessment practices, teacher involvement in assessment construction appears necessary. To foster teacher professional growth in relation to this issue, a professional development programme on summative assessment and meaningful learning in pre-vocational geography education in the Netherlands was designed. In 2016, a prototype of the programme was tested and evaluated in a small-scale case study. The results suggest that the programme was feasible and practical and contributed to change in teachers’ knowledge, skills and practices.

scholarly journals DIGITAL TECHNOLOGIES FOR SUPPORTING THE MANAGEMENT PROCESSES OF TEACHER PROFESSIONAL GROWTH WITHIN THE DEPARTMENTS OF MANAGEMENT IN THE UNIVERSITIES OF THE REPUBLIC OF POLAND

2018 ◽  
Vol 8 (3) ◽  
pp. 55-59
Author(s):  
Victor Oliynuk ◽  
Iryna Androshchuk
Keyword(s):  
Professional Growth ◽  
Digital Technologies ◽  
Self Management ◽  
Digital Platforms ◽  
Management Processes ◽  
Teacher Professional Growth ◽  
Polish Society ◽  
E Learning ◽  
Teacher Professional ◽  
The Republic

The article examines the possible forms of self-management of the teacher professional growth of the management departments in the universities of the Republic of Poland. The following forms of enhancement of the teacher professional level are analyzed as courses, studies, trainings and portfolio. Distance and open education are characterized as alternative forms of self-management of the teacher professional growth in Polish universities. It was established that teachers of management departments use information systems LMS, LCMS; digital platforms Moodle, ELIAS and USOS in the system of higher education of the Republic of Poland. The types of e-learning are described, its possibilities and influence on the teacher professional growth are characterized within the management departments in the Polish universities. The questionnaires and interviews data are analysed for teachers of management departments in the universities of the Republic of Poland, in which the ways and forms are indicated for self-management of professional growth preferred by the teachers of the management departments of Polish universities. The role of digital technologies is analysed as an integral part in self-management of teacher professional growth in the modern conditions of globalization and European integration of Polish society.

Defining and Designing Responsive Online Professional Development (ROPD)

2017 ◽  
pp. 104-115
Author(s):  
Jeremy Riel ◽  
Kimberly A. Lawless ◽  
Scott W. Brown
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Professional Growth ◽  
Implementation Process ◽  
Implementation Fidelity ◽  
Online Professional Development ◽  
Instructional Designers ◽  
Development Programs ◽  
Teacher Professional ◽  
New Curricula

Teacher professional development programs typically do not meet teachers' ongoing, long-term needs that arise. In this chapter, the authors forward a systematic framework called responsive online professional development (ROPD) that can be used by instructional designers to provide continuous, online PD for teachers in the service of curriculum implementation fidelity. The systematic process afforded by the ROPD framework promotes teachers' reflection on their individual classroom practice as they implement new curricula or standards and provides support to teachers as they are implementing new curricula, standards, and pedagogies. Design elements of the proposed ROPD framework are discussed by the authors, and an illustrative example of the implementation and observed outcomes of a previously enacted ROPD Program (GE2PD) are discussed. When compared to conventional PD programs, professional growth from ROPD is emphasized during the implementation process through a systematic approach that intentionally connect teachers with the instructional designers of a curriculum.

scholarly journals Strangers No More: Collaborative Inquiry Through Narrative as Teacher Reflective Practice

2021 ◽  
Vol 14 (1) ◽  
pp. 83-95
Author(s):  
Elia Gindin ◽  
Meaghan Van Steenbergen ◽  
Douglas L. Gleddie
Keyword(s):  
Narrative Inquiry ◽  
Reflective Practice ◽  
Professional Growth ◽  
Collaborative Inquiry ◽  
Practitioner Research ◽  
Teacher Professional Growth ◽  
Teacher Professional ◽  
Pedagogical Growth

Two teachers and a professor engaged in collaborative inquiry through narrative as a form of reflective practice, pedagogical growth, and practitioner research. Using a Deweyan lens and elements of narrative inquiry, we consider our stories of teaching through a supportive, growth-based sharing process. Viewing pedagogical experiences through this lens enabled us to enter each other’s worlds and engage in reflection—together. Our work speaks to the situations that arise when expectations conflict with reality. The process of reflecting and re-reflecting led us to the conclusion that engagement in this fashion is a valuable reflexive method for teacher professional growth.

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