A Qualitative Study Exploring Teacher Evaluations in Elementary Schools

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Autor/in	Williams, Olga Bernice
Titel	A Qualitative Study Exploring Teacher Evaluations in Elementary Schools
Quelle	(2018), (128 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3558-2355-4
Schlagwörter	Hochschulschrift; Dissertation; Teacher Evaluation; Elementary School Teachers; Qualitative Research; Elementary Schools; Principals; Evaluation Methods; Urban Schools; Assistant Principals; Interviews; Common Core State Standards; Teaching Methods; District of Columbia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teacher appraisal; Lehrerbeurteilung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; Principal; Schulleiter; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Principals; Stellvertretende Schulleitung; Interviewing; Interviewtechnik; Common core curriculum; Curriculum; Kerncurriculum; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The value of both Common Core State Standards (CCSS) and efforts to embrace the idea that teachers should be held accountable for students' test scores have been debated among practitioners, policy makers, and the public for many years, but increasingly since 2010. The Common Core State Standards was implemented in 2009 to provide a basis for new educational objectives. Inconsistencies in evaluator practice have made the teacher review process ineffective. School Principals are frustrated by a lack of time to do thorough evaluations, inadequate assessment instruments, and teacher's reluctance to change. Evaluation can be effective if accurate assessment is provided and teachers are engaged in dialogue about excellence in professional practice. The problem addressed was, current evaluation measures are burdened with problems in both design and implementation therefore; a more effective evaluation system is needed. The purpose of the proposed qualitative study was to gain insight into performance review practices implemented by elementary school administrators to better understand the ideas and concerns of teachers relative to the evaluation processes they are experiencing. Principals were not receiving quality information from preparation programs, and as a consequence new administrators are missing the necessary skills needed to effectively assess teacher performances. The sample was 5 individuals who are teachers, Principal, and Vice Principal from one school in the North West division of the District of Columbia. Data was collected through interviews with the volunteer teachers and administrators. Interviews were recorded and transcriptions of the interviews were made followed by inductive analysis of the results. The findings brought out themes such as positive, negative, neutral, mixed, and changes that administrators and teachers would like to see utilized in the evaluation systems. The results indicated that all participants believe that the teacher evaluation system is too long and overwhelming and that many times the language used in the evaluation process is not comprehensive. One of the changes mentioned was, the evaluation system should include more feedback and consist of levels, synopsis, and rubrics. Another change was administrators should ensure that teachers are given an opportunity to evaluate themselves before the day of the evaluation. Findings indicated that there are both negative and positive experiences among teachers and administrators relevant to the teacher evaluation. The results of this study also revealed that the new evaluation system Common Core State Standards (CCSS) do not impact teaching practices. Further research should allow the exploration of different types of instructional strategies. These strategies will help shape the CCSS giving educators the necessary instructional methodologies. Administrators and teachers should be given both in-house and out-door training to better understand the evaluation system and how it works. Findings from this qualitative study may help individuals gain insight into performance review practices, and better understand the ideas and concerns of teachers relevant to the teacher evaluation system in elementary schools. Gaining insight into the evaluation process may help educators in the school district improve the teacher evaluation system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01