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TEACHER PERCEPTIONS OF TEACHER EVALUATION USING THE TEACHER PERFORMANCE ASSESSMENT SYSTEM AND FACTORS THAT CONTRIBUTE TO TEACHER QUALITY, PROFESSIONAL GROWTH, AND INSTRUCTIONAL IMPROVEMENT OVER TIME

Author: Jaffurs, Alex
Publisher: 2017 2017
Dissertation: Thesis / Dissertation ETD
Edition/Format:   Thesis/dissertation : Thesis/dissertation : eBook : English
Summary:
The primary purpose of teacher evaluation is to improve teaching practice, which results in increased student achievement. In practice, however, evaluation systems have been generally used as sorting mechanisms for identifying the lowest performing teachers for selective termination. The school system in this study, like others, aspires to have all of its teachers consistently performing at a highly effective level.  Read more...
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Genre/Form: Dissertation
Material Type: Thesis/dissertation, Internet resource
Document Type: Internet Resource
All Authors / Contributors: Jaffurs, Alex
OCLC Number: 1020485456
Language Note: English
Notes: application/pdf

Abstract:

The primary purpose of teacher evaluation is to improve teaching practice, which results in increased student achievement. In practice, however, evaluation systems have been generally used as sorting mechanisms for identifying the lowest performing teachers for selective termination. The school system in this study, like others, aspires to have all of its teachers consistently performing at a highly effective level. The problem of practice faced by the school system is the inability of a large number of teachers rated “effective” to summarily improve their practice over time and move to the “highly effective” rating. In essence, how does a teacher evaluation metric maximize the chances that those who remain in the profession become accomplished practitioners? This research triangulates teacher evaluation, self-reflection and their roles in improving teacher quality. The prevailing thought is that teachers who willingly engage in more formalized self-reflection and self-assessment yield higher degrees of teacher effectiveness as measured on a local teacher evaluation. The central focus of this study will investigate tenured teachers’ perceptions of the effect of their teacher evaluation tool on teacher quality and other factors that contribute to a teacher’s improvement of instructional performance over time. The researcher would also like to investigate the extent to which teacher cohorts – differentiated by demographic data - engage in formalized practices of self-reflection about their own teaching practice. Lastly, the researcher would like to determine whether or not tenured teachers who are evaluated with the local teacher evaluation tool actually improve their teacher effectiveness over time. This study was conducted in a public, K-12 school system with 1420 teachers employed - 39 of which are National Board Certified. This schools system is located in a rural/suburban school system and has utilized its current teacher evaluation system since 2000. The finding

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