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The purpose of this phenomenological study was to examine the principal evaluation portfolio process as it had an impact on leadership effectiveness, student achievement, professional development of teachers, and the reflective practice of the principal. The school district chosen for the study was a rural consolidated pre-K-12 district in New York that used the principal portfolio as an evaluation tool. Data were collected through structured interview questions answered by the superintendent and 2 assistant superintendents, interviews with 5 principals, focus groups that involved 10 teachers, and responses to the Reflective Performance Scale (Brown and Irby, 2000) by all participants. Test scores from the school district were used as measures of student achievement. Findings indicate that the portfolio process facilitates leadership effectiveness, and that it enhances student achievement. Teacher professional development was believed to be more focused as a result of the portfolio process, and the portfolio process was also perceived to enhance the reflective practice of the principal by facilitating collaboration and communication. The findings highlight the need for principal evaluation to be both formative and summative. The study also suggests that the evaluation process should enable the principal to set and focus on goals that are aligned with the vision of the school district and campus. (Contains 2 tables and 12 references.) (SLD)

Descriptors: Academic Achievement, Administrator Evaluation, Case Studies, Elementary Secondary Education, Evaluation Methods, Phenomenology, Portfolio Assessment, Portfolios (Background Materials), Principals, Professional Development

Autor: Marcoux, Jennifer; Brown, Genevieve; Irby, Beverly J.; Lara-Alecio, Rafael

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6166&id=ED475710

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