國立虎尾科技大學 |

Teacher Observation for Evaluation as Instructional Leadership.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teacher Observation for Evaluation as Instructional Leadership./
作者:	Ollila, Jennifer Michelle.
面頁冊數:	1 online resource (99 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780438056046

Teacher Observation for Evaluation as Instructional Leadership.
Ollila, Jennifer Michelle.

Teacher Observation for Evaluation as Instructional Leadership. - 1 online resource (99 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--California State University, Fullerton, 2018.

Includes bibliographical references

This study considers how administrators work to provide excellent educational experiences for all students through supporting teacher practice within teacher observation for evaluation (TOFE) systems. Qualitative methodology was used for this research, specifically interviews of participants. The study took place during the Fall of 2017 at three separate settings, all of which were high-performing secondary schools located in Southern California. Interviewees were administrators who performed TOFEs and the teachers they observed, for a total of thirteen participants. This study addresses three factors that influence the outcome of the TOFE: the instructional leadership capacity of the administrators, teacher perceptions of administrator instructional leadership capacity, and the relationship between the administrator and the teacher being observed. Findings show that administrators deemphasize rigid elements of TOFE systems and instead focus on creating collaborative relationships with teachers through engaging in reflection and dialogue. Administrators utilize soft skills of instructional leadership and relationship building to increase teacher capacity through relationships focused on mutual professionalism and mutual trust.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438056046Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Teacher Observation for Evaluation as Instructional Leadership.
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504 $a Includes bibliographical references
520 $a This study considers how administrators work to provide excellent educational experiences for all students through supporting teacher practice within teacher observation for evaluation (TOFE) systems. Qualitative methodology was used for this research, specifically interviews of participants. The study took place during the Fall of 2017 at three separate settings, all of which were high-performing secondary schools located in Southern California. Interviewees were administrators who performed TOFEs and the teachers they observed, for a total of thirteen participants. This study addresses three factors that influence the outcome of the TOFE: the instructional leadership capacity of the administrators, teacher perceptions of administrator instructional leadership capacity, and the relationship between the administrator and the teacher being observed. Findings show that administrators deemphasize rigid elements of TOFE systems and instead focus on creating collaborative relationships with teachers through engaging in reflection and dialogue. Administrators utilize soft skills of instructional leadership and relationship building to increase teacher capacity through relationships focused on mutual professionalism and mutual trust.
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