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Literature review of performance appraisal
Introduction of performance appraisal effectiveness analysis
Literature review of performance appraisal
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I reviewed the Administrative Performance Evaluation for the Principals of the Wharton School District. This evaluation benefits the Principal by: • Interpreting job duties into specific goals and strategies • Relating how the employee’s job responsibilities contributes to the overall effectiveness of the school and its mission statement. • Delineating and prioritizing the job responsibilities, and the goals expected. • Providing an opportunity to discuss issues with the Superintendent when assistance is needed • Providing helpful and meaningful job performance feedback. • Recognizing work achievements and strengths. • Providing an opportunity for professional growth and self-improvement. • Helping to determine a pay increase decision. This evaluation benefits the District by: • Communicating clearly the expected job performances, standards, and criteria used for the evaluation. • Reinforcing the employee’s responsibility for their job performance and how it impacts the District and students. • Provides an avenue to discuss improvements needed or reinforcing good work. • Provides discussion of past accomplishments and allows discussion of future goals. • Gaining insight into what is important and motivates the employee. Performance Appraisal Checklist The answers below are based on the review of the Wharton School District Principal Evaluation Form. 1. Does the organization use a behaviorally-based rating system developed through job analysis conducted by a professional consultant? The Wharton School District Principal Evaluation form was not developed through a job analysis by a professional consultant. The Principal’s job description was broken down into categories by the Superintendent and used as a refe... ... middle of paper ... ...the merit portion of the salary schedule. The Rating System would be: 1. The average marking in each category is multiplied by the percentage weight given that area. 2. The weighted scores for each area are added. The sum will fall in a range from one to nine. The total score will be carried out to the third decimal place. 3. The sum of the weighted scores is applied directly to the merit portion of the Principals’ salary schedule. Average Marking Percentage Weight Weighted Score Administrative Skills .20 Instructional Leadership .40 Communication & Interpersonal Skills .20 Professional Growth & Self Improvement .20 Works Cited Rebore, R. (2011). Human Resources Administration in Education. Upper Saddle River: Pearson Education. Wharton Board of Education Principal Evaluation Form.
Ms. Hall has had many years of public education experience and higher education training in which to hone her leadership style and framework. She started her career as a teacher in the Kirkwood School District. She then served as an assistant elementary principal at both Ritenour and Pattonville School Districts before being selected to serve as the assistant superintendent of the Maplewood Richmond Heights School District in 2008. Throughout her career she continued to pursue her education as a means o...
Chapter one of Ten Traits of Highly Effective Principals opens with one of the most influential traits of what an effective principal should possess, the communication trait. To be successful in any venue in life, you must be able to communicate with people; this is especially true in the education world. Principals are responsible for communicating with people in all walks of life, parents, students, teacher, administrative office personnel and the general public, as an administrator, you must make each of these individuals feel a sense of trust and belonging while communicating with them. Principals use conversations and gesture to build confidence and open lines of communication for learning and growth.
Leading organizations of school administrators offer educators various opportunities to encourage educators to become leaders. No Child Left Behind Act of 2001 (NCLB) has mandated that leaders be better prepared for the task of providing quality education to all. NCLB “… is forcing all educational stakeholders to face the weakness of contemporary school leadership and is making it impossible to ignore the need for higher quality principals” (Hale & Moorman, 2003, p.1). It is believed that all educators can be and are leaders in their own right. A leader is a visionary and has the ability to inspire others to aspire to greatness. Of the numerous opportunities that are offered, those that are most beneficial include but are not limited to leadership training programs, professional development, and creating shared leadership opportunities for teachers to become leaders. The systems “…that produce our nation’s principals are complex and interrelated – and governed by the states. Each state establishes licensing, certification and re-certification” (Hale & Moorman, 2003, p.1). States use the ISLLC standards “…as the framework for preparation programs and in service professional development of school superintendents, principals, and other leaders” (Hale & Moorman, 2003, p.3).
The case study, The New Principal: Managing Human Resources by Jane A. MacDonald (2006) brings to light many issues a first-year principal could face. For this analysis, I am going to focus on three main ideas: school readiness for change, integrating technology, and human resource needs. All of concerns and tasks that Ms. Zola identified during her brief visit to Roma Elementary fall into one of those overarching ideas.
Dr. Mork has worked as an administrator at Crescent School for the past four years. During that time there have been many instances that I have wondered why things happened the way they did. For instance, when Dr. Mork shared the requirements of the Washington State’s Teacher and Principal Evaluation Program (TPEP), a new evaluation program for teachers and principals, Dr. Mork presented general information about the program to the teaching staff. I was able to question his decision to present the information this way. I learned that Dr. Mork wanted to allow the teachers to have some freedom to complete the TPEP as they wanted to. The program was a new set-up and was open ended. Dr. Mork mentioned he did not want to stress his staff out by setting strict parameters on TPEP completion. In order to help teachers to feel comfortable with the program, Dr. Mork allowed teachers to learn the program at their pace and gently guide them to the finish
David T. Conley, Ph.D. a. The. Education - Leadership -. Vol. 66 No.
School administrators are important in setting the path for a successful school (Glickman, et al., 2014). The principals could play a dynamic leadership depending on how they exercise their beliefs of the organizational and social environment (McNair, 2011). The principals are the primary facilitators for developing the foundations in learning that will last, to manage the student’s performance at schools, and seeking the improvement at school that will cause great impacts in school‘s education (Gordon,1989). In the recent years in the U.S., education has change in a more cultural diversity population, it is imperative that school supervisors, are trained to encounter this cultural issues, but also assisting others with the opportunities to develop appropriate abilities to deal with different cultures (Glickman, et al., 2014).
Discuss the various purposes and uses of Job Analysis. Briefly explain the reasons why Job Analysis is regarded as a powerful, relevant, and useful personnel instrument. Fully discuss Information Collection Methods for conducting useful and relevant Job Analysis.
To achieve greatness in staff hiring, placement, and development, we must first define it from the perspectives of the most knowledgeable stakeholders. Student perspectives were used to help determine the most effective and exemplary teachers (Gentry et al., 2011; Walker, 2008) and the teachers’ perspectives themselves were also used to give substance to the data (Gentry et al.,
Thomas Sergiovanni (2015) describes three essential dimensions of leadership as “the heart, head, and hand of leadership.” The heart describes those characteristics within the school leader that reflect personal “beliefs, values, and dreams.” The head of leadership refers to the practice of teaching and educating. The hand of leadership reflects actions taken by school leaders with respect to management behaviors. (p. 5) Within these elements, there is room for personal choice in how leadership is practiced and it is incumbent on new principals to find an individual leadership style that responds to the uniqueness of each school.
If a school shows poor results, the head of the establishment should take it among themselves to correct the matter; meaning that a principal should get involved, even if it means utilizing his personal time. This can be done by a variety of means, from having the teachers report to you on a monthly or weekly basis, or individually interviewing students. It is necessary that a principal knows their students, so that they can advise teachers from time to time on how to handle situatio...
The state’s new evaluation system was in response to administrators who produced, “superficial and capricious teacher evaluation systems that often don't even directly address the quality of instruction, much less measure students' learning” (Toch, 2008). Too often, the “good-ol-boy” attitude would insure mediocre educators would remain employed. Realizing this was often more the rule then the exception, the governor created educational mandates to focus, “on supporting and training effective teachers to drive student achievement” (Marzano Center, 2013). Initially, they expected the school districts and the teachers would have issues and experience growing pains, but in the end the goal was, “to improve teacher performance, year by year, with a corresponding rise in student achievement” (Marzano Center, 2013).
Principals have a lot on their job descriptions. One of those tasks principals must do is evaluate teachers. Some principals are good at doing this, while others are not so great because they lack the experience or put it off towards the end of their ever-growing list of tasks they must complete. In order for principals to make this a priority, they must do trainings related to teacher evaluations. I think school district need to do a better job at training school leaders get the proper training and use teacher evaluations to benefit both the teachers and students.
Considering the fact that knowledge of a position is fundamental to the creation of a performance management system in association with an understanding of the strategic direction of the organization, a vital component of the foundation of the performance management system, job analysis, is lacking in Balme Library (Aguinis, 2013). The job analysis provides an organization with an understanding of the knowledge, skills, and abilities (KSA) that are required to adequately perform a specific position (Aguinis, 2013). The job analysis is a systematic exploration of a position, of the skills, resources, abilities, knowledge, and education needed to perform a position (Human Resource Management, n.d.). A job analysis also serves as a basis for the development of a j...
As mentioned before, leadership styles take an important role in running a school. Unfortunately, many principals have not yet defined their leadership style and struggle to administrate their school. They are responsible not only of teachers and students, but of every employee in the school. They have the power to control all the resources available to improve and meet academic goals. Despite their power, principals need to identify appropriate leadership styles to succeed as