{"id":{"repo_id":"drake","oai_identifier":"oai:escholarshare.drake.edu:2092/370"},"canonical_url":"https://search.dev.ndltd.org/etd/drake/oai:escholarshare.drake.edu:2092/370","repository":{"repo_id":"drake","name":"Drake University","base_url":"https://escholarshare.drake.edu/server/oai/request"},"display":{"title":"A Study of Administrator Perceptions of State Mandated Teacher Evaluation: The Student Achievement and Iowa Teacher Quality Law","abstract":"The problem: Because of the high stakes for teachers and the expected levels of achievement for students, there is a clear need for specific data about the current state of implementation and effectiveness of Iowa's Teacher Quality Evaluation Standards and Criteria. Procedure: A survey was electronically mailed to 333 lowa administrators who were randomly selected from a list of lowa administrators identified as having had first and second year teachers employed in their school district. One- Way ANOVAs were utilized to determine any significant differences between the means of administrative subgroups. Findinqs: Administrators with 0-3 years of experience believe at a significantly higher level than administrators with more experience that teacher evaluation has improved, and that they are better able to identify teacher effectiveness. Administrators from smaller schools believe at a significantly higher rate than larger school administrators that additional administrator training is needed on teacher evaluation and teacher effectiveness. In addition, 68% of lowa administrators believe teacher evaluation has improved, but that the time spent at this task has increased dramatically. Ninety-three percent reported they were spending increased time on teacher evaluation. The majority of administrators (52%) believe they do not need additional training about teacher effectiveness and evaluation, while 67% believe teachers need further training about teacher effectiveness evaluation. Eighty-six percent reported their school district would be ready for full implementation with all teachers by July 2005. Finally, only 39% expected student achievement in their school to improve because of implementing the lowa Teaching Standards and Criteria. Recommendations: Additional research is needed about the following topics: 1. Teachers' perceptions about the implementation of the ITS evaluation process, 2. Administrators' perceptions about teacher evaluation, teacher effectiveness, and student achievement after 2005-2006, 3. Administrators' perceptions about the time needed for teacher evaluation after 2005-2006, 4. The impact of teacher evaluation on student achievement.","abstract_html":"The problem: Because of the high stakes for teachers and the expected levels of achievement for students, there is a clear need for specific data about the current state of implementation and effectiveness of Iowa's Teacher Quality Evaluation Standards and Criteria. Procedure: A survey was electronically mailed to 333 lowa administrators who were randomly selected from a list of lowa administrators identified as having had first and second year teachers employed in their school district. One- Way ANOVAs were utilized to determine any significant differences between the means of administrative subgroups. Findinqs: Administrators with 0-3 years of experience believe at a significantly higher level than administrators with more experience that teacher evaluation has improved, and that they are better able to identify teacher effectiveness. Administrators from smaller schools believe at a significantly higher rate than larger school administrators that additional administrator training is needed on teacher evaluation and teacher effectiveness. In addition, 68% of lowa administrators believe teacher evaluation has improved, but that the time spent at this task has increased dramatically. Ninety-three percent reported they were spending increased time on teacher evaluation. The majority of administrators (52%) believe they do not need additional training about teacher effectiveness and evaluation, while 67% believe teachers need further training about teacher effectiveness evaluation. Eighty-six percent reported their school district would be ready for full implementation with all teachers by July 2005. Finally, only 39% expected student achievement in their school to improve because of implementing the lowa Teaching Standards and Criteria. Recommendations: Additional research is needed about the following topics: 1. Teachers' perceptions about the implementation of the ITS evaluation process, 2. Administrators' perceptions about teacher evaluation, teacher effectiveness, and student achievement after 2005-2006, 3. Administrators' perceptions about the time needed for teacher evaluation after 2005-2006, 4. The impact of teacher evaluation on student achievement.","abstract_has_math":false,"creators":["Amendt, Bruce Carl"],"institution":"Drake University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-06","date_published":"2004-06","updated_at":"2026-07-27T19:18:43Z","subjects":["Teachers--Evaluation--Iowa","School administrators--Iowa","Educational law and legislation--Iowa"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["2004 .A34"],"render_values":[{"text":"2004 .A34","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2092/370","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Amendt, Bruce Carl"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2006-05-17T15:25:39Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2006-05-17T15:25:39Z"]},{"key":"dc:date.issued","label":"Date","values":["2004-06"]},{"key":"dc:publisher","label":"Institution","values":["Drake University"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teachers--Evaluation--Iowa","School administrators--Iowa","Educational law and legislation--Iowa"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["2004 .A34"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/2092/370"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["v, 167 leaves. Advisor: Eunice Merideth."]},{"key":"dc:description.abstract","label":"Abstract","values":["The problem: Because of the high stakes for teachers and the expected levels of achievement for students, there is a clear need for specific data about the current state of implementation and effectiveness of Iowa's Teacher Quality Evaluation Standards and Criteria. Procedure: A survey was electronically mailed to 333 lowa administrators who were randomly selected from a list of lowa administrators identified as having had first and second year teachers employed in their school district. One- Way ANOVAs were utilized to determine any significant differences between the means of administrative subgroups. Findinqs: Administrators with 0-3 years of experience believe at a significantly higher level than administrators with more experience that teacher evaluation has improved, and that they are better able to identify teacher effectiveness. Administrators from smaller schools believe at a significantly higher rate than larger school administrators that additional administrator training is needed on teacher evaluation and teacher effectiveness. In addition, 68% of lowa administrators believe teacher evaluation has improved, but that the time spent at this task has increased dramatically. Ninety-three percent reported they were spending increased time on teacher evaluation. The majority of administrators (52%) believe they do not need additional training about teacher effectiveness and evaluation, while 67% believe teachers need further training about teacher effectiveness evaluation. Eighty-six percent reported their school district would be ready for full implementation with all teachers by July 2005. Finally, only 39% expected student achievement in their school to improve because of implementing the lowa Teaching Standards and Criteria. Recommendations: Additional research is needed about the following topics: 1. Teachers' perceptions about the implementation of the ITS evaluation process, 2. Administrators' perceptions about teacher evaluation, teacher effectiveness, and student achievement after 2005-2006, 3. Administrators' perceptions about the time needed for teacher evaluation after 2005-2006, 4. The impact of teacher evaluation on student achievement."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["A Study of Administrator Perceptions of State Mandated Teacher Evaluation: The Student Achievement and Iowa Teacher Quality Law"]}]}],"canonical_facts":{"dc:creator":["Amendt, Bruce Carl"],"dc:date.accessioned":["2006-05-17T15:25:39Z"],"dc:date.available":["2006-05-17T15:25:39Z"],"dc:date.issued":["2004-06"],"dc:description":["v, 167 leaves. Advisor: Eunice Merideth."],"dc:description.abstract":["The problem: Because of the high stakes for teachers and the expected levels of achievement for students, there is a clear need for specific data about the current state of implementation and effectiveness of Iowa's Teacher Quality Evaluation Standards and Criteria. Procedure: A survey was electronically mailed to 333 lowa administrators who were randomly selected from a list of lowa administrators identified as having had first and second year teachers employed in their school district. One- Way ANOVAs were utilized to determine any significant differences between the means of administrative subgroups. Findinqs: Administrators with 0-3 years of experience believe at a significantly higher level than administrators with more experience that teacher evaluation has improved, and that they are better able to identify teacher effectiveness. Administrators from smaller schools believe at a significantly higher rate than larger school administrators that additional administrator training is needed on teacher evaluation and teacher effectiveness. In addition, 68% of lowa administrators believe teacher evaluation has improved, but that the time spent at this task has increased dramatically. Ninety-three percent reported they were spending increased time on teacher evaluation. The majority of administrators (52%) believe they do not need additional training about teacher effectiveness and evaluation, while 67% believe teachers need further training about teacher effectiveness evaluation. Eighty-six percent reported their school district would be ready for full implementation with all teachers by July 2005. Finally, only 39% expected student achievement in their school to improve because of implementing the lowa Teaching Standards and Criteria. Recommendations: Additional research is needed about the following topics: 1. Teachers' perceptions about the implementation of the ITS evaluation process, 2. Administrators' perceptions about teacher evaluation, teacher effectiveness, and student achievement after 2005-2006, 3. Administrators' perceptions about the time needed for teacher evaluation after 2005-2006, 4. The impact of teacher evaluation on student achievement."],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["2004 .A34"],"dc:identifier.uri":["http://hdl.handle.net/2092/370"],"dc:language.iso":["en_US"],"dc:publisher":["Drake University"],"dc:subject":["Teachers--Evaluation--Iowa","School administrators--Iowa","Educational law and legislation--Iowa"],"dc:title":["A Study of Administrator Perceptions of State Mandated Teacher Evaluation: The Student Achievement and Iowa Teacher Quality Law"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T19:18:43Z"}