Poulou Maria S, Reddy Linda A, Dudek Christopher M
Department of Educational Sciences and Early Childhood Education, University of Patras, Patras, Greece.
Graduate School of Applied and Professional Psychology, Rutgers University, New Brunswick, NJ, United States.
Front Psychol. 2023 Feb 23;14:1074278. doi: 10.3389/fpsyg.2023.1074278. eCollection 2023.
To support teachers' evaluation and professional development valid assessments that measure teachers' classroom practices and capture teachers' strengths and areas in need of improvement are needed. The current study examined school administrators' and teachers' experiences of Professional Development (PD), with the use of the Classroom Strategies Assessment System (CSAS), a classroom observational assessment that measures universal classroom instructional and behavioral practices, and their perceptions of the usability of CSAS for supporting PD. The study also examined school administrators' ratings of elementary school teachers' use of evidence-based instructional and behavior management practices, as an illustrative example of how performance feedback was implemented. Three school administrators observed 31 elementary school teachers three times each using the CSAS Greek version. Following each observation, teachers received brief performance feedback based on CSAS scores from their school administrator. School administrators and teachers completed the System Usability Scale to assess the usability of the CSAS administration. Semi-structured interviews with 19 of the participating teachers were conducted to further explore teachers' professional development experiences. Overall, teacher interviews expressed their need for professional development in the areas of instructional and behavior management practices and perceived CSAS feedback helpful for instructional improvement. Findings also suggest some improvements in the frequency and quality of teacher instructional and behavior management practices as measured by the CSAS. Implications for practices and research are discussed.
为了支持教师的评估和专业发展，需要有效的评估来衡量教师的课堂实践，并找出教师的优势和需要改进的方面。本研究使用课堂策略评估系统（CSAS），一项衡量通用课堂教学和行为实践的课堂观察评估，考察了学校管理人员和教师在专业发展（PD）方面的经历，以及他们对CSAS用于支持专业发展的可用性的看法。该研究还考察了学校管理人员对小学教师使用循证教学和行为管理实践的评分，以此作为实施绩效反馈的一个示例。三位学校管理人员使用CSAS希腊语版本，对31名小学教师每人进行了三次观察。每次观察后，教师会收到基于学校管理人员给出的CSAS分数的简要绩效反馈。学校管理人员和教师完成了系统可用性量表，以评估CSAS管理的可用性。对19名参与研究的教师进行了半结构化访谈，以进一步探索教师的专业发展经历。总体而言，教师访谈表明他们在教学和行为管理实践方面需要专业发展，并认为CSAS反馈对教学改进有帮助。研究结果还表明，通过CSAS衡量，教师的教学和行为管理实践在频率和质量上有一些改进。文中讨论了对实践和研究的启示。
