A case study of secondary school principals' perceptions of a teacher evaluation system in one northwest Missouri school district

2017 ◽  
Author(s):  
◽  
Terri Godfrey
Keyword(s):  
School District ◽  
Teacher Evaluation ◽  
Professional Growth ◽  
Evaluation System ◽  
Classroom Instruction ◽  
University Of Missouri ◽  
Secondary Administrators ◽  
The Impact ◽  
Missouri School District ◽  
Principals Perceptions

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this qualitative study was to examine principals' perceptions of the Missouri Educator Evaluation System (MEES) utilized in one northwest Missouri school district. Increasing public criticism over traditional teacher evaluation systems and federal mandates prompted school districts to re-design and implement new teacher evaluation models. This study gathered principals' perceptions of the impact of the MEES model. Information gathered was grouped into themes and sub-themes using three tools from the model, Professional Growth Plans, Walkthroughs, SLO's. Data collected through individual interviews, a focus group and document analysis informed the study. The population included thirteen secondary administrators, which had implemented the MEES model. An interpretive analysis of data was completed to make the following conclusions; principals perceived the walkthrough observations to have the most impact on classroom instruction, while the professional growth plans (PGP's) and student learning objectives (SLO's) had minimal effect on classroom instruction; likely due to incomplete and improper implementation. It is recommended the district continue to train principals on the MEES teacher evaluation system to increase the impact the MEES model has on classroom instruction.

Keeping Great Teachers: A Case Study on the Impact and Implementation of a Pilot Teacher Evaluation System

2016 ◽  
Vol 32 (3) ◽  
pp. 363-394 ◽  
Author(s):  
Claire Robertson-Kraft ◽  
Rosaline S. Zhang
Keyword(s):  
Teacher Evaluation ◽  
Teacher Retention ◽  
Evaluation System ◽  
School Level ◽  
Evaluation Systems ◽  
Teacher Survey ◽  
Teacher Evaluation Systems ◽  
The Individual ◽  
The Impact

A growing body of research examines the impact of recent teacher evaluation systems; however, we have limited knowledge on how these systems influence teacher retention. This study uses a mixed-methods design to examine teacher retention patterns during the pilot year of an evaluation system in an urban school district in Texas. We used difference-in-differences analysis to examine the impact of the new system on school-level teacher turnover and administered a teacher survey ( N = 1,301) to investigate individual and school-level factors influencing retention. This quantitative analysis was supplemented with interview data from two case study schools. Results suggest that, overall, the new evaluation system did not have a significant effect on teacher retention, but there was significant variation at the individual and school level. This study has important implications for policymakers developing new evaluation systems and researchers interested in evaluating their impact on retention.

scholarly journals Better integrating summative and formative goals in the design of next generation teacher evaluation systems

2020 ◽  
Vol 28 ◽  
pp. 63
Author(s):  
Timothy G. Ford ◽  
Kim Hewitt
Keyword(s):  
Teacher Evaluation ◽  
Professional Growth ◽  
Evaluation System ◽  
Self Determination Theory ◽  
Next Generation ◽  
Policy And Practice ◽  
Evaluation Policy ◽  
Evaluation Systems ◽  
Teacher Evaluation Policy ◽  
Teacher Evaluation Systems

In current teacher evaluation systems, the two main purposes of evaluation—accountability/goal accomplishment (summative) and professional growth/improvement (formative)—are often at odds with one another. However, they are not only compatible, but linking them within a unified teacher evaluation system may, in fact, be desirable. The challenge of the next generation of teacher evaluation systems will be to better integrate these two purposes in policy and practice. In this paper, we integrate the frameworks of Self-determination theory and Stronge’s Improvement-Oriented Model for Performance Evaluation. We use this integrated framework to critically examine teacher evaluation policy in Hawaii and Washington, D.C.—two distinctly different approaches to teacher evaluation—for the purposes of identifying a set of clear recommendations for improving the design and implementation of teacher evaluation policy moving forward.

scholarly journals The Counternarrative of Teacher Evaluation: The Kangaroo Court, the Salem Witch Trials, and the Scarlett Letter

2019 ◽  
Vol 9 (2) ◽  
pp. 147
Author(s):  
Allison Smith
Keyword(s):  
Student Achievement ◽  
Teacher Evaluation ◽  
Evaluation System ◽  
Evaluation Process ◽  
Evaluation Policy ◽  
Negative Experience ◽  
Negative Experiences ◽  
Negative Impacts ◽  
The Impact ◽  
Intended Use

The purpose of this sequential transformative study was to elucidate the negative experiences of teachers with performance evaluations and to juxtapose the intended use of current popular teacher evaluation reform movements to the evident implementation. One may quickly assume that negative experiences with evaluation are a result of unsatisfactory teaching practices. However, this may not accurately explain the negative experiences. This study focused on the negative experience of teacher evaluation to provide a broader understanding of the impact of new evaluation policy reform on student achievement and teacher quality. With a paucity of previous research focused on the negative impacts of teacher evaluation, this study addressed the following questions: (1) How does the Peer Assistance and Review (PAR) teacher evaluation process negatively impact teachers? (2) What, if any, parallel traits exist among those teachers who had negative experiences with the PAR evaluation system? and, (3) How does the intended use of the PAR teacher evaluation process compare to the evident use of PAR? Data revealed dissonance among intent and evident use of the evaluation policy. A disproportionate number of African Americans, women over the age of 55, and teachers higher on the pay scale were referred to PAR. Vague policy language was suggested as the impetus for misuse, abuse, and biased implementation at the local level. This study suggests that policymakers and school district officials take heed of multiple perspectives and consider the negative impacts of teacher evaluation reform. Evaluation systems that prioritize teacher learning over accountability are integral to successfully improving student achievement.

scholarly journals The Compositional Effect of Rigorous Teacher Evaluation on Workforce Quality

2021 ◽  
Vol 16 (1) ◽  
pp. 7-41 ◽  
Author(s):  
Julie Berry Cullen ◽  
Cory Koedel ◽  
Eric Parsons
Keyword(s):  
School District ◽  
Teacher Evaluation ◽  
Teacher Effectiveness ◽  
Effective Teachers ◽  
Evaluation System ◽  
Urban School District ◽  
Compositional Effect ◽  
Personnel Decisions ◽  
Personnel Policies ◽  
New System

We study how the introduction of a rigorous teacher evaluation system in a large urban school district affects the quality composition of teacher turnovers. With the implementation of the new system, we document increased turnover among the least effective teachers and decreased turnover among the most effective teachers, relative to teachers in the middle of the distribution. Our findings demonstrate that the alignment between personnel decisions and teacher effectiveness can be improved through targeted personnel policies. However, the change in the composition of exiters brought on by the policy we study is too small to meaningfully impact student achievement.

Evaluating the new teacher evaluation system in South Korea: Case studies of successful implementation, adaptation, and transformation of mandated policy

2018 ◽  
Vol 16 (3) ◽  
pp. 277-290
Author(s):  
Jisung Yoo
Keyword(s):  
Teacher Evaluation ◽  
South Korea ◽  
Case Studies ◽  
Professional Growth ◽  
Evaluation System ◽  
Effective Means ◽  
Theoretical Perspective ◽  
Successful Implementation ◽  
Educational Equality ◽  
Mutual Adaptation

Central to improving the quality of education is developing a teacher evaluation system that promotes teachers’ professional growth, the improvement of student learning, and educational equality for all students regardless of social factors such as socio-economic status, educational environment, race, and gender. To address these issues in South Korea and to respond to pressure from parents, educators, and policymakers, a new national teacher evaluation system was implemented in 2011. This paper briefly describes the evolution of the teacher evaluation system in South Korea and analyzes the newly developed mechanism by which teachers are evaluated. The new evaluation system resulted in a backlash from teachers and debate among educational stakeholders, including parents, educators, and policymakers. Both the support of and opposition to the new policy are discussed. Although the new evaluation system has not been viewed as effective in all schools, several cases of schools that have had success under the new system are examined to determine the factors that led to their success. This article argues that the teacher evaluation system consisting of fair and reliable components that measure teachers’ performance and support professional development can be an effective means of ensuring high-quality teaching, which, in turn, can positively impact student achievement. However, based on an examination of the case studies presented and grounded in the theoretical perspective on accountability proposed by Thorn and Harris, this study asserts that for the evaluation system to be successful in each school, accountability, necessary modification, and mutual adaptation are required. Implications for policymakers, researchers, and politicians are provided.

Principals' Perspectives of a Race to the Top-Style Teacher Evaluation System

2018 ◽  
Vol 28 (5) ◽  
pp. 566-595 ◽  
Author(s):  
Douglas Wieczorek ◽  
Brandon Clark ◽  
George Theoharis
Keyword(s):  
Teacher Evaluation ◽  
Professional Growth ◽  
Evaluation System ◽  
New Teacher ◽  
Race To The Top ◽  
School Level ◽  
High Stakes ◽  
Public School Principals ◽  
Supervision And Evaluation ◽  
Policy Systems

Set in a collective bargaining state in the Northeastern U.S., this exploratory case study investigated how a sample of 12 public school principals interpreted new teacher evaluation processes required by Race to the Top (RTTT). Principals reported that the RTTT evaluation system disrupted established routines and contractual guidelines for evaluating all their teachers and held principals more accountable for supervision and evaluation processes. The embedded evaluation protocols and rubrics established clearer expectations for teachers‘ performance, and aligned state-, district-, and school-level instructional goals. However, principals believed the RTTT policy emphasis on teachers’ ratings raised concerns about their teachers' employment status, professional growth, and instructional improvement. Our findings suggest that principals may have difficulty balancing instructional supervision and evaluation processes in these types of high-stakes policy systems.

Preschool effectiveness : the impact of attending a school district affiliated prekindergarten program on student success

2015 ◽  
Author(s):  
◽  
Joshua J. Isaacson
Keyword(s):  
Academic Achievement ◽  
School District ◽  
Student Success ◽  
Student Academic Achievement ◽  
Research Project ◽  
University Of Missouri ◽  
Local District ◽  
Significant Difference ◽  
The University ◽  
The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This research project was conducted to serve several purposes. The first was to evaluate the longitudinal academic achievement effects of student's participation in a local district-affiliated pre-k program compared to students who did not participate in the district-affiliated pre-k program. The second purpose was to evaluate the effects of gender for participants in the district-affiliated pre-k program and non-participants on later student academic achievement. Lastly, the project's purpose was to evaluate if there was any significant difference in academic achievement, at the end of third grade, based on a student's participation in the district-affiliated pre-k program and the student's age in months at the time of the assessment used to measure academic achievement.

Examining the professional development for principals regarding teacher evaluation and the relationship to student achievement

2019 ◽  
Author(s):  
◽  
Lori Golden
Keyword(s):  
Professional Development ◽  
Teacher Evaluation ◽  
Qualitative Data ◽  
Principal Professional Development ◽  
University Of Missouri ◽  
School Year ◽  
Post Evaluation ◽  
Member Exchange ◽  
The University ◽  
The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The mixed method convergent study was conducted to explore the impact of principal professional development practices on teacher evaluation and student EOC scores in high schools in southwest Missouri. Electronic survey data (Qualtrics) were analyzed from 33 certified principals in 33 secondary sites across southwest Missouri. Additionally, a qualitative survey was extended to the principals who completed the quantitative survey. The Leader Member Exchange Theory provided a lens for examining the professional development of principals regarding teacher evaluation within the research study. The quantitative results of the study revealed no correlation between principal professional development regarding teacher evaluation and student EOC scores. Additional qualitative data found that upon being hired, principals indicated they received less than 10 hours of professional development on teacher evaluation per school year. Additionally, 41% of respondents reported either they were not assigned a mentor upon becoming a principal or their mentor was not beneficial. Qualitative data collected during the study found principals perceive continuous development in post-evaluation meetings and more time practicing feedback conversations as a component of their development in becoming effective evaluators.

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