Evaluation, Supervision, and Staff Development under Mandated Reform
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...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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National Rural Education Association
2007-03-01
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| Series: | The Rural Educator |
| Online Access: | https://www.jhseonline.com/index.php/ruraled/article/view/479 |
| Summary: | 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.
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| ISSN: | 0273-446X 2643-9662 |