|Author||Amendt, Bruce Carl||
|Date of Issue||2004-06||
|Identifier (Other)||2004 .A34||
|Description||v, 167 leaves. Advisor: Eunice Merideth.||en
|Description||The problem: Because of the high stakes for teachers and the expected
levels of achievement for students, there is a clear need for specific data about
the current state of implementation and effectiveness of Iowa's Teacher Quality
Evaluation Standards and Criteria.
Procedure: A survey was electronically mailed to 333 lowa administrators
who were randomly selected from a list of lowa administrators identified as
having had first and second year teachers employed in their school district. One-
Way ANOVAs were utilized to determine any significant differences between the
means of administrative subgroups.
Findinqs: Administrators with 0-3 years of experience believe at a
significantly higher level than administrators with more experience that teacher
evaluation has improved, and that they are better able to identify teacher
effectiveness. Administrators from smaller schools believe at a significantly
higher rate than larger school administrators that additional administrator training
is needed on teacher evaluation and teacher effectiveness. In addition, 68% of
lowa administrators believe teacher evaluation has improved, but that the time
spent at this task has increased dramatically. Ninety-three percent reported they
were spending increased time on teacher evaluation. The majority of
administrators (52%) believe they do not need additional training about teacher
effectiveness and evaluation, while 67% believe teachers need further training
about teacher effectiveness evaluation. Eighty-six percent reported their school
district would be ready for full implementation with all teachers by July 2005.
Finally, only 39% expected student achievement in their school to improve
because of implementing the lowa Teaching Standards and Criteria.
Recommendations: Additional research is needed about the following
topics: 1. Teachers' perceptions about the implementation of the ITS evaluation
process, 2. Administrators' perceptions about teacher evaluation, teacher
effectiveness, and student achievement after 2005-2006, 3. Administrators'
perceptions about the time needed for teacher evaluation after 2005-2006, 4. The impact of teacher evaluation on student achievement.||en
|Part of Series||Drake University Dissertations, School of Education;2004||
|Subject||Educational law and legislation--Iowa||en
|Title||A Study of Administrator Perceptions of State Mandated Teacher Evaluation: The Student Achievement and Iowa Teacher Quality Law||en