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Professional growth plans : an outcome evaluation of an elementary school pilot program

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dc.contributor.advisor Butt, Richard
dc.contributor.author Garbutt, David
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2010-03-17T21:23:56Z
dc.date.available 2010-03-17T21:23:56Z
dc.date.issued 1999
dc.identifier.uri http://hdl.handle.net/10133/894
dc.description v, 66 leaves ; 29 cm. -- en
dc.description.abstract This study is concerned with the piloting of a formative evaluation process at an elementary school in the Rocky Mountain School District, Golden Zone. The formative evaluation process was provided as an option to teachers at this school in lieu of their scheduled surnrnative evaluations. The purpose of this study was to determine if formative evaluation resulted in more professional growth than surnrnative evaluation. All six teachers scheduled for a surnrnative evaluation at this school chose to participate in pilot and each was interviewed with respect to the evaluation system as piloted. The teachers reported that the piloted formative evaluation system did result in more professional growth than the previous summative evaluation process. As well, the teachers' responses supported the current literature on formative evaluation in stressing the importance of collegiality, teacher ownership, and the meeting of personal needs as an essential component of an effective evaluation model for promoting professional growth. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1999 en
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en
dc.subject Teachers -- Alberta -- Evaluation en
dc.subject Teachers -- Alberta -- Rating of en
dc.title Professional growth plans : an outcome evaluation of an elementary school pilot program en
dc.type Thesis en
dc.publisher.faculty Education en


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