{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/20683"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/20683","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A study of the Illinois Administrators' Academy session on teacher observation based on principals' perceptions","abstract":"This study examined the effectiveness of the first Illinois Administrators' Academy on teacher observation, which was a 24 hour workshop required of all administrators who evaluated certified school district employees. Effectiveness was based on principals' perceptions of the Academy compared to recommended inservice practice and perceptions of Academy outcomes compared to anticipated outcomes.","abstract_html":"This study examined the effectiveness of the first Illinois Administrators' Academy on teacher observation, which was a 24 hour workshop required of all administrators who evaluated certified school district employees. 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Effectiveness was based on principals' perceptions of the Academy compared to recommended inservice practice and perceptions of Academy outcomes compared to anticipated outcomes.","Systems theory guided this study. The primary research instrument was a mail survey developed for the study. Descriptive statistical analysis was used to examine principals' perceptions of: (a) the congruence of the applied academy model with effective inservice practices identified in the literature, and (b) perceptions of training outcomes compared to academy goals.","Data analysis revealed that some recommended inservice practices were followed and some were not followed, suggesting that all inservice variables may not all apply to administrative inservice or that at least they have differential effects. Data analysis also revealed that most of the anticipated outcomes of the Academy workshop were met, although this may not have been as the result of attending the Academy. Principals generally agreed that the Academy was worthwhile.","Principals were also asked to rate their knowledge of teacher observation prior to the Academy inservice. This prior knowledge variable was related to several outcome variables, indicating that: (a) principals were more likely to perceive benefits from the Academy when they rated their prior knowledge higher, and (b) a prior knowledge rating may be useful as a pretest measure.","Made available in DSpace on 2011-05-07T12:46:15Z (GMT). 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