Download full text
Download full text
ERIC Number: EJ783875
Record Type: Journal
Publication Date: 2007
Reference Count: 18
Evaluation, Supervision, and Staff Development under Mandated Reform: The Perceptions and Practices of Rural Middle School Principals
Eady, Charlotte King; Zepeda, Sally J.
Rural Educator, v28 n2 p1-7 Win 2007
The perspectives of three rural middle school principals as they implement Georgia's A Plus Education Reform Act of 2000 were investigated in this study. A case study approach was used, employing both within case and cross case analyses. Three interviews were conducted with each of the three participants, resulting in a total of nine interviews. Five perspectives emerged from the data: (1) Evaluation of teacher effectiveness can be indicated only by the results of standardized tests, (2) Supervision consists of classroom visits and observations, (3) Ruralness affects how staff development is delivered, (4) Lack of funding limits the effectiveness of the staff development component of teacher evaluation, and (5) Implementation of A Plus adversely affects the traditional middle school schedule.
Descriptors: School Schedules, Middle Schools, Teacher Effectiveness, Supervision, Standardized Tests, Program Effectiveness, Educational Change, Staff Development, Principals, Case Studies, Administrator Attitudes, State Legislation, Interviews, Administrator Responsibility, Educational Finance, Financial Support, Teacher Evaluation, Community Development, School Community Relationship, Rural Schools
National Rural Education Association. Rural Educator, University of Nevada, Las Vegas, 4505 Maryland Parkway Box 453002, Las Vegas, NV 89154-3002. Tel: 702-895-3478; Fax: 702-895-3492; e-mail: email@example.com; Web site: http://www.unlv.edu/journals/ruraleducator/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Authoring Institution: N/A
Identifiers - Location: Georgia