Teacher perceptions of change : an evaluation of the network for educator effectiveness system

Teacher perceptions of their evaluations : impact of the Network for Educator Effectiveness (NEE) data tool on teacher growth, teacher effectiveness, and learning-centered culture in a Missouri rural public high school

10.32469/10355/70082 ◽

2019 ◽

Author(s):

◽

Dorian Keith White

Keyword(s):

High School ◽

Public Schools ◽

Teacher Perceptions ◽

Educational Reform ◽

Teacher Effectiveness ◽

Teacher Evaluations ◽

Teacher Growth ◽

Public High School ◽

Learning Centered ◽

Educator Effectiveness

As public schools continue to face growing pressure to increase standardized test scores and improve nationwide student achievement levels, policy makers and school officials are looking for every opportunity for improvement. Three of the major areas of focus in this national debate are teacher growth, effectiveness, and learning-centered cultures in schools that lead to teacher collective efficacy and improved student performance. This study will focus on teacher evaluations as a tool for promoting teacher growth, improving teacher effectiveness, and promoting a learning-centered culture in a rural public school. Specifically, the researcher plans to measure the impact of the Network For Educator Effectiveness (NEE) Data Tool upon teacher growth, effectiveness, and the learning-centered culture through teacher perceptions in one rural public high school (NEE Data Tool Online Manager, n.d.). ... According to Darling and Hammond et al. (2016), "The new law provides the possibility that states can create more balanced systems of support and accountability focused on educating young people so they can become productive, engaged citizens who are prepared for 21st century college and careers" (p. i). The language in ESSA appears to be more focused on a holistic approach to overall school improvement versus the specific student testing and school accountability focus of previous educational reform. The ESSA has more "reasonable goals and objectives [which] can be collaboratively established that align with the needs of studens" (American Federation of Teachers FAQ, 2018, p. 1). The political debate about state and national educational reform rages on, but for now the researchers opinion is that Missouri is in a somewhat stable and manageable place as related to teacher evaluations as a tool for promoting teacher growth and improving learning cultures in public schools.

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Do teacher ratings of their principals influence their own evaluation scores? : an examination of classroom observation scores from the network for educator effectiveness

10.32469/10355/70051 ◽

2019 ◽

Author(s):

◽

Kurtis Charles Jensen

Keyword(s):

Teacher Evaluation ◽

Employee Performance ◽

Classroom Observation ◽

Observation Data ◽

University Of Missouri ◽

Teacher Survey ◽

Evaluation Scores ◽

Educator Effectiveness ◽

Network For Educator Effectiveness ◽

The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] For decades, scholars have actively researched various aspects of employee performance evaluations. Cohen and Goldhaber (2016) have called for more research on factors impacting teacher evaluation scores while emphasizing the importance of principals recognizing their potential biases as they implement high-stakes evaluation policies. The current study adds to performance appraisal literature by examining supervisor bias based on the supervisor-employee relationship. Specifically, the study examined if school principals were biased in their evaluations of teachers based on principal-teacher relationship. Utilizing a quantitative research design, the present study examined teacher survey and classroom observation data collected from The Network for Educator Effectiveness (NEE), a comprehensive teacher evaluation program developed at the University of Missouri. The teacher survey measured the teacher's perceptions of their principals' ability to promote a positive and professional culture, serving as a proxy for the principal-teacher relationship. The researcher applied the principles of the theory of reciprocity which argues that the supervisor's perception of the relationship was mutual to the employee's (Uhl-Bien and Maslyn, 2002). Teachers' perceptions of their principal and their evaluation scores were significantly correlated, raising the possibility of relationship bias in teacher evaluation scores.

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