Massachusetts School-Based Speech-Language Pathologists' Experiences with and Perceptions of Educator Evaluation

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Autor/in	Corcoran, Molly A.
Titel	Massachusetts School-Based Speech-Language Pathologists' Experiences with and Perceptions of Educator Evaluation
Quelle	(2017), (176 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Massachusetts Lowell
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-3634-2
Schlagwörter	Hochschulschrift; Dissertation; Allied Health Personnel; Speech Language Pathology; School Personnel; Surveys; Personnel Evaluation; Statistical Analysis; Factor Analysis; Multivariate Analysis; Experience; Attitudes; Feedback (Response); Work Experience; Institutional Characteristics; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulpersonal; Survey; Umfrage; Befragung; Personalbeurteilung; Statistische Analyse; Faktorenanalyse; Multivariate Analyse; Erfahrung; Attitude; Einstellung; Verhalten; Employment experience; Job experience; Occupational experience; Berufserfahrung; Master-Studiengang
Abstract	Educator evaluation is of significant interest and concern for all members of the national school community. School-based speech-language pathologists (SLPs), share these sentiments with their classroom counterparts. Frequently included in such evaluation systems, it is of concern to the SLP community that research documenting how school-based SLPs understand, navigate, and participate in such systems is limited. The goal of this study was to examine SLPs' experiences with educator evaluation within the context of the Massachusetts educator evaluation system. Massachusetts school-based SLPs were surveyed to reveal to what extent they understand the Massachusetts educator evaluation system, how their performance evaluation is being conducted, the nature of feedback provided to them through the current system, and to what extent they believe that the educator evaluation system succeeds in identifying their professional development needs. Open-ended survey items were in included to improve interpretation of quantitative data and provide insight into directions for future research. An exploratory factor analysis revealed three strong factors judged to align with three of the four research questions. A fourth and final dependent variable, Understanding, was created to address the research question not readily answered through the factor analysis. One-way multivariate analysis of variance was completed including the three factors revealed through factor analysis. Results indicated that the factor Feedback Impact was significantly impacted by responses to the independent variable Primary Evaluator. A significant impact was also revealed between the factor Emotive Impact and independent variable School Community Type. Multiple regression was employed to analyze the dependent variable Understanding. Results indicated a significant relationship between Years Working as a School-based SLP as well as School Community Type and the dependent variable Understanding. Recommendations for future research include further exploration into the evaluation of all specialized instructional support personnel (SISP). Limited information is available regarding implementation for them, with little to no information surrounding the outcomes, benefits, and professional impact. In addition, further investigation into the Massachusetts Model System for Educator Evaluation (MMSEE) as an effective tool for educators across Massachusetts is warranted. This study identified inconsistencies across all facets of the MMSEE as implemented for school-based SLPs. This finding calls into question the fidelity of the system, district to district as well as role to role. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01