TEACHERS’ PERCEPTIONS AND EXPERIENCES WITH A REFORMED TEACHER EVALUATION SYSTEM: CONDITIONS NECESSARY FOR CHANGING PRACTICE

Open Access
- Author:
- Long, Amy Elizabeth
- Graduate Program:
- Curriculum and Instruction
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- November 28, 2018
- Committee Members:
- Bernard Joel Badiali, Dissertation Advisor/Co-Advisor
Bernard Joel Badiali, Committee Chair/Co-Chair
Rachel Marie Wolkenhauer, Committee Member
Amy C Crosson, Committee Member
Deborah Lynn Schussler, Outside Member - Keywords:
- teacher evaluation
reformed evaluation
teacher goal-setting
teacher evaluator relationships
teacher perceptions
teacher evaluation practices - Abstract:
- Since the introduction of the Race to the Top initiative in 2009, many states and school districts have rapidly modified their teacher evaluation models in order to hold teachers accountable for student learning and meet federal mandates. Through evaluative feedback and professional learning, the intended outcome in many districts is improved instructional practices by ensuring quality teachers in every classroom. Due to these changes, this phenomenological study sought to understand how teachers experience a reformed evaluation system and their perception of changes in their practice as a result of teacher evaluation. This study found that while teachers have varying experiences with reformed teacher evaluation within one school district, there are components of evaluation that lead to teacher change in practice. Teachers desire feedback that helps them reflect on their practice or try something new in their classroom. By setting a meaningful annual goal for their evaluation, teachers had a focal point for the year and something to work towards which often lead them to refine or make changes to their instruction. Through a survey and teacher interviews, this study contributes to the academic literature by demonstrating that teacher evaluation can result in more than simply accountability; it has the potential to bring about change for teachers if the right conditions are in place through the evaluation process.