Journal of Personnel Evaluation in Education
Integrating School Leadership Knowledge and Practice Using Multimedia Technology: Linking National Standards, Assessment, and Professional Development / Интеграция знаний о школьном лидерстве и практики использования мультимедийной технологии: соединяя национальные стандарты, оценку и профессиональное развитие [статья]
Опубликовано на портале: 29-01-2003Joseph Claudet Journal of Personnel Evaluation in Education. 2002. Vol. 16. No. 1. P. 29 - 43.
This article presents an overview perspective on the potential benefits of applying multimedia technology to redesign and invigorate the career-long performance assessment and professional learning of school leaders. Funded design and development efforts of one multimedia projectthe Administrator Case Simulation (ACS) Multimedia Libraryfocusing on the professional assessment and development of school principals involved in collaborative school leadership are highlighted. Project research teams at the ACS Multimedia Lab have focused in the past seven years on using available multimedia technologies to develop school leadership assessment and organizational learning case simulation resources for school principals and other school leaders. This article provides an overview of the multimedia case simulation concept, describes collaborative R&D project efforts involving regional and state school leaders, highlights multimedia case design features, and discusses implications of technology-integrated case designs for informing personnel assessment and evaluation programs and for enhancing the reflective thinking, decision making, and professional learning of school leaders. Finally, recommendations are offered for engaging in further research and development efforts using the integrated systems professional learning approach presented, and for creatively expanding technology-integrated case simulation designs to develop similar professional assessment and learning resources for all school leaders.
Issues and Directions in Technology-Integrated Personnel Assessment and Professional Development(Результаты и направления в технологически интегрированных оценке персонала и профессиональном развитии) [статья]
Опубликовано на портале: 10-01-2003Joseph Claudet Journal of Personnel Evaluation in Education. 2002. Vol. 16. No. 1. P. 7 - 10.
Program design possibilities for educational personnel assessment and professional learning have considerably expanded in recent years as a result of the continued development and refinement of computer, video, and web-based digital technologies. As a result, preK-12 teachers, administrators, and other educators increasingly have access to newer kinds of technology-based professional assessment and career learning tools that enable personnel to approach assessment, evaluation, and professional learning activities in more integrative and effective ways. These technology-based tools engender new sets of issues and raise prospects for new directions and possibilities for personnel assessment and development in the field of education.
Web-Based Support for Teacher Evaluation and Professional Growth: The Professional Assessment and Comprehensive Evaluation System (PACES) / Основанная на Интернете поддержка оценки учителей и их профессиоанльного роста: система PACES [статья]
Опубликовано на портале: 29-01-2003Chad D. Ellett Journal of Personnel Evaluation in Education. 2002. Vol. 16. No. 1. P. 63 - 74.
This article describes the recent development, implementation, and web-based support for a new comprehensive system designed for the annual evaluation and professional growth of all teachers in the Miami-Dade County Public Schools (M-DCPS), Miami, Florida. The Professional Assessment and Comprehensive Evaluation System (PACES) has been designed to meet new legislative mandates in Florida for approval of district teacher evaluation procedures and mandates that require all teachers and school support/resource personnel (e.g., school counselors, library/media specialists, school psychologists) to develop and implement an annual professional development plan that targets student outcomes. The PACES has also been developed to embrace newer philosophies of professional teaching practice and prominent theories of teaching and learning. Included in the article is an overview of the PACES and a description of current and developing web-based supports for the total PACES effort in M-DCPS. These supports were designed to: (a) enhance the learning of teachers, administrators, and other educators; (b) maintain updated information about program policies and procedures; (c) prepare members of PACES Professional Growth Teams (mentor teachers); (d) provide technology-based supports for the ongoing professional development of teachers, administrators, and other educators; (e) increase the efficiency of collecting and processing information from PACES evaluations and professional growth activities; and (f) facilitate the development of a more cohesive learning community among educators and learners in M-DCPS.