Implementation of the Teacher Professional Growth and Effectiveness System in Rural Kentucky High Schools

Auteurs-es

  • Thomas James Pharis Murray State University
  • Larry Allen Murray State University
  • Jamie V Mahoney Murray State Universtiy
  • Stephanie Sullivan Murray State University

DOI :

https://doi.org/10.22230/ijepl.2018v13n5a740

Mots-clés :

TPGES, teacher quality, student achievement, dispositions

Résumé

A focus on improving teacher quality and student achievement led many states to implement teacher effectiveness systems. The Charlotte Danielson Framework for Teaching was adapted by Kentucky as the Teacher Professional Growth and Effectiveness System (TPGES). This study examined educator viewpoints concerning the impact of TPGES on improving teacher quality and student achievement, educator attitude for implementation, time requirement, and the potential to impact teacher growth and student learning.

Teacher and principal triangulated data indicated mixed viewpoints concerning the impact of TPGES implementation on improving teacher quality and improving student learning. The data did not indicate positive educator attitudes for the implementation and time requirement for TPGES. Study implications focused on five identified dispositions relevant for all educators striving to implement innovative change initiatives.

Bibliographies de l'auteur-e

Thomas James Pharis, Murray State University

Educational Studies and Leadership

Assistant Professor

Larry Allen, Murray State University

Educational Studies and Leadership 

Retired

Jamie V Mahoney, Murray State Universtiy

Adolescent and Special Education

Assistant Professor 

Téléchargements

Publié-e

2018-05-22

Comment citer

Pharis, T. J., Allen, L., Mahoney, J. V., & Sullivan, S. (2018). Implementation of the Teacher Professional Growth and Effectiveness System in Rural Kentucky High Schools. International Journal of Education Policy and Leadership, 13(5). https://doi.org/10.22230/ijepl.2018v13n5a740

Numéro

Vol. 13 No. 5 (2018): Implementation of the Teacher Professional Growth and Effectiveness System in Rural Kentucky High Schools

Rubrique

Policy

Licence

(c) Tous droits réservés Thomas James Pharis 2018

Licence Creative Commons

Cette œuvre est protégée sous licence Creative Commons Attribution - Partage dans les Mêmes Conditions 4.0 International.

Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use after initial publication under the Creative Commons Attribution-Noncommercial-Share Alike 4.0 Unported License. 

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.