Perceptions of the impact of a standards-based teacher evaluation system, based on the Danielson Framework for Teaching model, on teaching and student learning

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University of Wisconsin--Madison, 2004 - 140 pages
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Summary Discussion and Policy Implications

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adequate time observing Alexandria Basic Proficient Distinguished central tendencies Classroom Environment Component Danielson dimension of teacher dimensions of expectancy Educational Testing Service Element Level elementary school Evaluation and Development evaluation process caused expectancy theory factor analysis factor loading feedback formative assessment Framework for Teaching free throw frequency distribution Heneman high school teacher impact on teaching improve my teaching improve their teaching improved student improved teaching performance Instruction Component instructional goals Instructional groups instructional practice instrumentality and valence Item Item-factor Loading item-factor loadings greater Knowledge of Students Level of Performance Likert scale marathon March 29 Mean Deviation 12345 meet the rubric meet the top Mequon-Thiensville School District middle school Milanowski motivational theories NBPTS Odden Pedagogy percent responded negatively percent responded positively performance and student Performance appraisal performance evaluation Performance Unsatisfactory Basic portfolio Praxis predicted single Preparation Component professional development activity professional growth plan Professional Responsibilities Component Professional Staff Supervision Proficient Wisconsin PSSED model PSSED process qualitative research questions clustered questions fell Reading WKCE research on teacher result of participating results were worth rubric expectations rubric goals school teacher commented self-assessment single load factor standard deviations standards-based criteria standards-based evaluation model standards-based evaluation system student learning summative assessment survey questions Teacher displays teacher evaluation system teacher motivation teacher perceptions teacher response Teacher's system teacher's understanding teachers and administrators teaching practice twenty-two components Unsatisfactory Basic Proficient WRCT written survey

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