Teacher Performance Assessment Research Articles

Enabling and constraining ‘vulnerability ready’ teachers in mentee–mentor relations

ABSTRACT Becoming a teacher is complex and relies on productive relations forged in practicum contexts that support expressions of uncertainty. Supportive mentor–mentee practices are integral to enabling relationships that can nurture expressions of vulnerability in workplace learning. However, workplace conditions are affected by the sociocultural arrangements that shape how relationships are enabled and constrained, affecting how preservice teachers (PST) perceive and respond to expressions of vulnerability. The added requirement of a teacher performance assessment to endorse PSTs to the profession adds another layer of complexity to expressions of uncertainty. When performative demands are framed within social conditions, educators can feel powerless to act agentically in response to these demands and be less likely to express their vulnerabilities. Drawing on the theory of practice architectures and adopting a comparative case study methodology, two cases of learning teaching in open-plan learning classrooms are examined. Expressions of vulnerability are grounded in the stories of PSTs’ practicum relations they build with mentors to legitimise their readiness for classrooms. Conditions that enabled dialogue, interactions and collaboration support an openness to expressions of vulnerability in early career experiences, shaping resilience as vulnerability-ready agency as teachers. However, findings also highlight constraining elements of practicum learning that limit PSTs’ transformation and may be supported by a thinking-feeling praxis.

Using Teacher Performance Assessment to Dismantle Injustice and Construct Possibilities in Teacher Education

Educators at a public institution embraced the opportunity to collaborate with faculty, school partners, and community members to develop a portfolio-based teacher performance assessment (TPA) that centers program values and goals along with state and professional standards when their state removed the edTPA as a certification requirement in 2022. This study describes the process of development, the product generated with faculty and community engagement, as well as the results of a content analysis of data collected during the first round of full implementation. Findings support use of a portfolio-based TPA as a promising component of teacher certification with the potential to advance inclusive, culturally-sustaining, evidence-based practices that create pathways to equitable, just futures through a critical approach to collaboration, persistence, care, and joy, and prioritized authentic relationships with students, families, teachers, schools, and communities.

Strategi Pengembangan Kepemimpinan Kepala Sekolah untuk Meningkatkan Kinerja Guru

The aim of this research is to find out how school principals' leadership development strategies can improve teacher performance. This research uses the library research method. The results of this research indicate that the principal's leadership development strategy to improve teacher performance is policy programs created by the principal with the aim of improving teacher performance. The role of the principal in providing motivation, direction and encouragement as well as supervising teacher performance is also a development strategy so as to provide opportunities for teachers to develop their capacity related to teacher performance assessment. Performance must be achieved by teachers in carrying out their duties of teaching, guiding and training students so that teacher performance is important to evaluate. Suggestions for further research are to use this title by highlighting more phenomenal variables.

Determination of Teacher Qualifications from the Perspective of Stakeholders: Rubric Development Study

The aim of this study is to develop a rubric to determine the qualifications of teachers, one of the most important elements of education. There are many measurement tools in the literature. One of the alternative and authentic assessment tools is rubrics, also known as rubrics. Rubrics have been defined in many studies in the literature. In the study, the rubric development stages suggested by Goodrich Andrade were taken into account. The rubric was created after the reliability studies of the rubric form were completed. In the research, an analytical rubric with 37 items was developed to be used in determining ‘the qualified teacher.’ The Cronbach alpha reliability coefficient of the developed measurement tool was found to be .96. Based on the results obtained from the research, it can be stated that the developed rubric is a valid and reliable measurement tool that can be used in the qualitative evaluation of teachers teaching all levels. The findings showed that the rubric had high agreement and reliability values among different stakeholder groups. Therefore, it can be said that this study provides a basis for Türkiye in determining teacher qualifications for science education, especially in the field of education. The developed rubric serves as a valid and reliable measurement tool, contributing to the objective assessment of teacher performance across all levels of the education process.

Development Teacher's Performance of Construct Reliability and Avarice Variance Extracted Measurement Instruments of Certified Islamic Education Teacher’s

The purpose of the study: The study to produce performance measurement instruments for Islamic education teachers has certified teachers. Research objectives: Research to produce performance measurement instruments for Islamic education teachers has teacher certification. Research Methodology: Research using quantitative methods of the Amos model. Participants were 202 participants of high school Islamic teachers. Findings: 1) Researchers develop a theoretical framework for teacher performance by applying the Ministry of Affairs version of the Teacher Performance Assessment Evaluation using at least two (two) hierarchies. 2) The theoretical construct of teacher performance chosen by the author consists of 4 (four) dimensions/aspects, which together form 14 (fourteen) indicators. There are five (five) indicators in the Learning Planning (LP) dimension, three (three) indicators in the Classroom Learning Implementation (CLP) dimension, three (three) indicators in the Evaluation Implementation (EI) dimension, and three (three) indicators in the Student Guidance dimension. 3) There are fifty (fifty) items in the performance evaluation of Islamic teachers, all of which are credible statements. As a result, the last item is recognized as a statement that can be trusted to form because the construct reliability value (CR) is greater than 0.5 (≥0.5), the corresponding indicator. The construct consists of fourteen indicators, all of which are considered valid and reliable because their t-values are declared significant (above 1.96, ≥1.96), the extracted variance value (AVE) exceeds 0.5 (≥0.5), and the construct reliability (CR) that forms the aspect of each statement item exceeds 0.5 (≥0.5). Originality/Value: Research Study Survey Development of Construct Reliability and Avarice Variance of Extracted Measurement Instruments.

The Role of Academic Supervision in Controlling the Curriculum

Academic supervision plays a crucial role in controlling and ensuring the quality of the curriculum in educational institutions. The main purpose of academic supervision is to monitor, evaluate, and improve the implementation of the curriculum so that it can meet the educational standards that have been set. This supervision process involves various activities such as classroom observation, teacher performance assessment, analysis of student learning outcomes, and constructive feedback to teaching staff. Through effective supervision, educational institutions can identify strengths and weaknesses in curriculum implementation, as well as develop relevant improvement strategies. In addition, academic supervision also serves as a quality control mechanism that ensures that the curriculum remains relevant to the development of science and the needs of society. The results of the study show that structured and continuous academic supervision can improve the quality of teaching, motivate.

Development of Primary School Teacher Performance Assessment Instruments Based on Main Duties and Functions

This research aims to: create a teacher performance assessment instrument based on main tasks and functions; observe how the teacher performance assessment instrument developed can assess teacher performance well; find out the validity of the teacher performance assessment instrument developed according to material experts and design experts; and find out How effective was the teacher performance assessment instrument developed? The research was conducted at the Region II Elementary School (SD) Sei Rampah District, Serdang Bedagai Regency, in January–March 2024, using descriptive data analysis techniques. The development of the training model was carried out using the Thiagarajan Four-D (4-D) development model, which consists of four stages: define, design, develop, and disseminate. Data collection techniques used were interviews, questionnaires, and interviews, which were analyzed descriptively. Research subjects are expert validators, supervisors, school principals, and teachers. The research product is a teacher performance assessment instrument based on the main tasks and functions. The results of the material expert assessment show that in the very good category, the average percentage is 87.50% (very good), design experts are at 90.50% (very good), principal respondents are at 88.50% (very good), and teacher respondents are at 87.44% (very good). Furthermore, teacher performance assessment instruments based on main tasks and functions can be used in implementing teacher performance assessments

SISTEM PENDUKUNG KEPUTUSAN PEMILIHAN GURU TERBAIK PADA SMK NEGERI 1 MAJA MENGGUNAKAN METODE ANALYTICAL HIERARCHY PROCESS (AHP)

A decision support system is a system using a model that is built to help solve semi-structured problems. The Analytical Hierarchy Process (AHP) method is a method for solving a complex, unstructured situation into several components in a hierarchical arrangement, by giving a subjective value about the relative importance of each variable, and determining which variable has the highest priority in order to influence the outcome. this situation. The results of accuracy testing can be concluded that testing data on civil servant teachers which was carried out by comparing the data of civil servant teachers selected by the principal and using the system obtained an accuracy of 83.3%. In previous research, the Teacher Performance Assessment Team (PKG) was carried out by assuming the importance of each criterion without being given a weight, while the results obtained from system calculations, there was a weight given to each criterion. Testing was carried out on 47 civil servant teacher data with six planned civil servant teachers by the Principal in order to obtain the title of best teacher. Based on the test results, there were two civil servant teachers who were different from the data planned by the Principal, so the level of accuracy of the decision support system for selecting the best teacher using the AHP method was 83.3%.

Reform-based Mathematics Teaching Practices for Teacher Candidates’ Professional Development

K-6 teacher candidates in the USA are required to meet three mathematics criteria, (1) attainment of conceptual understanding, (2) correctness of procedure fluency and (3) an understanding of mathematics reasonings and problems-solving from Educative Teacher Performance Assessment [edTPA], which is the most popular assessment for initial certification/licensure teacher candidates in the U.S.A. Research demonstrated that teacher candidates’ can be enhanced to better prepare for reform-based mathematics teaching. The purpose for designing this study was to examine how K-6 teacher candidates’ professional development transferred to reform-based mathematics teaching that align with three edTPA criteria. The study implemented the mixed methods with 15 K-6 teacher candidates participating in both quantitative and qualitative research activities. Data were collected from participants’ final assessment portfolios to evaluate candidates’ teaching effectiveness, The study also conducted semi-structured verbal interviews with candidates’ math lesson design, reformed-based mathematics teaching, and the role of self-efficacy in doing reform-based teaching. Results indicated that candidates face multiple challenges in transferring from skill-repeated (traditional) math teaching to reasonings-developed (reform-based) math pedagogy. Teacher candidates agreed that from traditional to reform-based mathematics teaching benefits their teaching effectiveness. Methods for facilitating reform-based teaching in mathematics via professional development is discussed.

Correlating Managerial Activities, Academic Supervision, and Teacher Competence in Public Elementary Schools

The objective of this study is to explore the immediate links between the management practices of principals and the organizational atmosphere, as well as the direct connections between the academic oversight by principals and the professional skills of public elementary school educators in the Kuripan District of Barito Kuala Regency. Utilizing a quantitative approach, this investigation employs a correlational study design that is articulated through a path analysis framework. The study encompasses a total of 55 educators, with the sample including the entire population via a comprehensive sampling method. The methodology for gathering data incorporates the use of surveys and the examination of PKG (Teacher Performance Assessment) records. The analysis of the data involves descriptive statistics, tests for normality, linearity, and multicollinearity prerequisites, alongside assessments of validity and reliability, and the execution of multiple regression analyses for hypothesis testing, including t-tests, F tests, and evaluations of effective and relative contributions, in addition to path analysis. Findings indicate a direct correlation between the principals’ managerial roles and the professional capabilities of teachers at 0.352, between principals’ managerial roles and the organizational environment at 0.424, between academic oversight and teachers’ professional capabilities at 0.335, between academic oversight and the organizational environment at 0.380, and between the organizational environment and teachers’ professional capabilities at 0.346. Indirect correlations were observed between managerial activities of principals through the organizational climate on teachers’ professional capabilities at 0.147, and academic oversight through organizational climate impacting teachers’ professional capabilities (Y) at 0.131. In summary, the study confirms both direct and indirect associations between the managerial tasks of principals and academic oversight, mediated by the organizational climate, with the professional competence of teachers.

Keterampilan Mengajar Guru Sekolah Menengah di Kecamatan Pangenan, Cirebon

This service was motivated by the results of the Teacher Performance Assessment carried out at one of the schools assisted by the Madrasah Aliyah 3 Cirebon working group which stated that 60% of teachers did not have the competency skills that indicated they were professional teachers. The assessment team provided recommendations to improve teachers' teaching abilities so that the quality of learning could be better. One effort to improve teachers' teaching abilities can be done by providing training on eight basic teacher teaching abilities, training on student centered learning models and their application in preparing Learning Implementation Plans. In order to overcome this problem, it was implemented. on June 24 2024 training on basic teaching skills for teachers was carried out, on June 25 2024 training on student centered learning models was carried out, and on June 26 2024 feedback and evaluation of training results was carried out through the preparation of learning tool plans. The methods used in this training are lecture, question and answer and simulation methods, while the evaluation is carried out in two parts, namely evaluation during the training process and post-training evaluation.

Exploring Cultural Competence in Teacher Preparation

This mixed methods study explores teacher candidates’ self-efficacy in the application of culturally responsive pedagogy (CRP) as measured by Siwatu’s (2007) Culturally Responsive Teaching Self-Efficacy Scale and examines those perceptions considering candidates’ performance on targeted rubrics of the Educative Teacher Performance Assessment (edTPA), a nationally recognized tool for assessing teacher readiness. Pearson’s official edTPA scores on two culturally relevant rubrics were examined against survey results to ascertain whether perceived abilities align with target scores indicating learner-ready teachers. Interviews with participants provide triangulation and further validation while illuminating other factors related to CRP implementation during the candidates’ student teaching semester. Results show that pre-service educators feel efficacious in their capacity to implement CRP in theory; yet scores indicate that in practice, candidates struggle to implement culturally responsive lessons.

DAMPAK PKG TERHADAP KINERJA GURU DALAM KEGIATAN BELAJAR MENGAJAR MAN 1 PAMEKASAN

This research aims to find out the impact of teacher performance appraisal on teaching and learning activities at MAN 1 PAMEKASAN as well as the general problem formulation, namely the impact of teacher performance appraisal on teaching and learning activities at MAN 1 PAMEKASAN using qualitative descriptive research methods using interactive analysis mode. This research presents results based on observation guides and interviews which show the success of teachers in carrying out teaching and learning activities using appropriate methods and being able to guide students towards the school's vision and mission that has been created. Apart from that, this research also proves that teacher performance assessment can have a positive impact. significant impact on student learning outcomes because teachers will receive evaluation and motivation to develop effective learning methods in the classroom

School Principal Management In Improving Teacher Competency Vocational School In Jambi Province

This research aims to look at the phenomenon of school principal management in improving teachers' pedagogical and professional competence. Principal management includes planning, implementation, supporting and inhibiting factors and evaluation carried out by the principal. This research uses a qualitative phenomenology approach which was carried out at State Vocational High Schools in Jambi Province. Data collection techniques include interviews, observation and documentation. The research was carried out at SMK Negeri 4 Sarolangun, SMK Negeri 4 Jambi City and SMK Negeri 4 Tanjung Jabung Timur. Research subjects included school principals, deputy principals, heads of skills programs, teachers and school staff. Research results: (1) principal planning in the form of teacher needs analysis, in house training, teacher internship program, bringing in guest teachers, upskilling and reskilling programs, (2) implementation includes: learning planning, application of learning methods, classroom management, professional development , collaboration with colleagues, curriculum understanding, use of educational technology, teacher skills development, educational research and measurement and evaluation. (3) The supporting factors are: leadership commitment, teacher empowerment, providing space for teachers to develop initiatives. Meanwhile, the inhibiting factors are budget limitations, resistance to change, unavailability of human resources, teachers' insufficient ICT capabilities and lack of support from related parties. (4) Evaluations carried out by school principals include teacher performance assessments, evaluation discussions with teachers, training and professional development. Based on the research findings, it was concluded that management was carried out directly by the school principal in improving the competency of State Vocational School teachers in Jambi Province. Recommendations were submitted to the Indonesian Ministry of Education and Culture, the Jambi Provincial Education Office and the Industrial and Business World to develop teacher competencies in accordance with industry needs.

Early career physical educators’ perceived efficacy, effectiveness, and emotional experience: a comparison between edTPA and non-edTPA completers

ABSTRACT Purpose: The purpose of this study was to explore the influence of completing the edTPA on early career U.S. physical educators’ mastery attributions, teaching efficacy, perceived effectiveness, and emotional experience. Methods: A sequential mixed methods design was used. Early career physical educators (N = 72) completed a survey that investigated their mastery attributions, teaching efficacy, perceived effectiveness, and emotions. Follow-up interviews (n = 14) were conducted with first year teachers in both edTPA (n = 7) and UBWSP (n = 7) groups. Results: Quantitative analysis revealed no significant differences between the two groups in any of the four dependent variables. Qualitative analysis revealed that teachers found little value in their practicum projects with edTPA completers identifying specific elements as influential on their teaching. There is a need to devise a more meaningful teaching performance assessment that teachers can use as they transition into the profession.

More Evidence of Low Inter-Rater Reliability of a High-Stakes Performance Assessment of Teacher Candidates

From 2010 to 2015, our school of education used the Performance Assessment for California Teachers (PACT), a summative assessment designed to assess preservice teacher competence. Candidate portfolios were uploaded to an evaluation portal, and trained evaluators assigned a final score of Pass or Fail to the work samples. Three consensus estimates of inter-rater reliability of 181 candidate portfolios that were either double- or triple-scored were computed. Two chance-corrected estimates of inter-rater reliability (Cohen’s kappa and Gwet’s AC1) and percent agreement were computed and calculated within five content areas: elementary math, secondary history/social science, math, science, and English language arts. An initial Pass or Fail score was not more likely to be followed by either a Pass or Fail score given by a subsequent evaluator. Inter-rater reliability was interpreted as being low across all content areas that were examined. None of the percent agreement coefficients attained the minimum standard of 0.700 for consensus agreement. Increasing research access to proprietary double-scored data would lead to an increased understanding of, and perhaps improvement in, teacher performance assessments.

Penerapan Metode Analytical Hierarchy Proces Pada Penilaian Kinerja Guru TK DPK Kecamatan Garum

This study aims to make it easier to find out the final results of the DPK kindergarten teacher performance assessment more easily and quickly. The method used in this study uses the Analytical Hierarchy Process (AHP) method. The method used starts from communication with the teacher performance assessor. In addition, researchers also conducted research using data collection methods through interviews and gave questionnaires to definitive school principals as teacher performance assessors in Garum District. The data collected is carried out by analyzing data using the Analytical Hierarchy Process (AHP) method and using expert choice software, where each criterion, subcriteria and alternatives in the assessment by comparing one element with another, so as to provide priority value output that produces a system that provides an assessment of teacher performance. The final result of the AHP calculation PKG that obtained the highest score 0.088 or 8.8%

Democratic pedagogies in initial teacher education: co-constructing a supportive learning framework

ABSTRACT Initial teacher education programs in Australia require all preservice teachers to complete a mandated teaching performance assessment. This places significant performative pressure on preservice teachers undertaking their final teaching placement. This paper reports on an action research project that aimed to co-construct a series of workshops with preservice teachers in a two-year Master of Teaching program to support them in completing the teaching performance assessment. Findings demonstrated that scaffolding and in particular, modelling, collaboration, and dialogue provided the greatest support for PSTs. A Supportive Learning Framework is offered as a model for future practice for initial teacher educators and researchers.

Peran Kepala Sekolah sebagai Edupreneur dalam Transformasi Sekolah yang Unggul

The main problem in the world of education is the lack of development of Edupreneurial leadership, involving uncertainty of roles, resource constraints, conflict management, teacher performance assessment, and relationships with parents and the community. Therefore, this research aims to investigate effective strategies that can be used by school principals as Edupreneurs in creating excellent school transformations, with a focus on identifying Edupreneurship principles into school policies and practices. This research uses a literature review research method with a descriptive analysis type. From the research, it is found that the role of the school principal as an edupreneur in directing school transformation through a combination of transformational, distributive, and servant leadership models, supported by innovation diffusion strategies, organizational learning, strategic management, and change management, forms a solid framework for achieving educational excellence.

Peningkatan Kinerja Guru SMK Melalui Penguatan Literasi Digital Dan Kepemimpinan Melayani

Teacher performance indicators can be the basis for planning teacher performance assessment, which includes teacher planning in learning activity programs, learning procedures, and learning assessment. Digital literacy is very important in the current digital era, because it allows individuals, especially teachers, to adapt and communicate effectively in various situations. aspects of life and career. Apart from that, teachers can also apply a servant leadership style, namely a leadership model that places service as the main priority. This research aims to determine efforts to improve teacher performance by strengthening variables related to teacher performance, namely Digital Literacy and Service Leadership. The research results concluded: 1) there is a positive and significant relationship between Digital Literacy and Performance; 2) there is a positive and significant relationship between Servant Leadership and Performance; 3) there is a positive and significant relationship between Digital Literacy and Servant Leadership together with Teacher Performance. This shows that strengthening digital literacy and servant leadership can improve teacher performance.