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dc.contributor.authorAmendt, Bruce Carl
dc.date.accessioned2006-05-17T15:25:39Z
dc.date.available2006-05-17T15:25:39Z
dc.date.issued2004-06
dc.identifier.other2004 .A34
dc.identifier.urihttp://hdl.handle.net/2092/370
dc.descriptionv, 167 leaves. Advisor: Eunice Merideth.en
dc.description.abstractThe 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
dc.format.extent17850994 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.publisherDrake Universityen
dc.relation.ispartofseriesDrake University Dissertations, School of Education;2004
dc.subjectTeachers--Evaluation--Iowaen
dc.subjectSchool administrators--Iowaen
dc.subjectEducational law and legislation--Iowaen
dc.titleA Study of Administrator Perceptions of State Mandated Teacher Evaluation: The Student Achievement and Iowa Teacher Quality Lawen
dc.typeThesisen


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