Abstract
This goals-based evaluation analyzes and compares several professional growth and evaluation programs among selected states in the United States and including a few countries internationally in order to determine if an ideal model of common variables constituting an effective professional evaluation system can be designed. Both inter-state and international comparisons will rely on data sets from the National Center for Education Statistics (NCES), selected state local education agencies (LEAs), and the Organization of Economic and Cooperative Development (OECD). The methodology of this goals based evaluation will include descriptive statistics and a multiple-regression analysis. The regression analysis is designed to identify the predictors that best constitute the ideal model of a professional evaluation program. Since professional growth and evaluation systems are designed to improve teacher quality and leadership quality, this study is an institutional analysis of how schools effectuate meaningful educational change through the reliance of supervision programs designed systemically to improve teacher quality and leadership quality. Given that the professional growth evaluation system is viewed as an institutional border in the ‘geography’ or organizational culture of today’s public schools, the proposed goals-based evaluation of comparative professional evaluation programs reinforces the conference theme of Transforming and Changing Education: Borderlands of Becoming and Belonging. This conference paper also reinforces sub-themes of Transformative Pedagogies and The Role of Educational Institutions.
Author Information
Tyrone Bynoe, University of the Cumberlands, USA
Paper Information
Conference: NACE2014
Stream: Learning and teaching through educational structures - Educational Vision
This paper is part of the NACE2014 Conference Proceedings (View)
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