期刊名称：International Journal of Education Policy and Leadership
电子版ISSN：1555-5062
出版年度：2018
卷号：13
期号：5
DOI：10.22230/ijepl.2018v13n5a740
语种：English
出版社：Association for Supervision and Curriculum Development, Simon Fraser University, George Mason University
摘要：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.
