The Perceptions of Effective Teacher Evaluation by K-8 Teachers and Administrators

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Autor/in	DiGrazia, Dominic J.
Titel	The Perceptions of Effective Teacher Evaluation by K-8 Teachers and Administrators
Quelle	(2018), (193 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Azusa Pacific University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4382-7066-4
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Middle School Teachers; Teacher Attitudes; Teacher Effectiveness; Teacher Evaluation; Administrator Attitudes; Suburban Schools; Growth Models; Teacher Collaboration; Feedback (Response); School Visitation; Accountability; Formative Evaluation; Summative Evaluation; Peer Evaluation; Faculty Development; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Lehrerkooperation; Verantwortung; Kalifornien
Abstract	The purpose of this qualitative study was to identify the most influential elements of teacher evaluation as perceived by K-8 teachers and administrators, determined through their lived experiences related to this topic. The researcher utilized a phenomenological approach in this study, engaging in semi-structured interviews of 11 K-8 teachers and administrators in a suburban, Southern California unified school district, with balanced representation from the primary, upper, and middle grades. In addition, observations of evaluation conferences between three pairs of participants and a review of their current evaluation documents were conducted to enhance the credibility and trustworthiness of this study. This study identified five major themes as being factors that positively influence teacher evaluation. They include: (a) a focus on a growth model, (b) peer collaboration, (c) constructive criticism, (d) informal visits, and (e) a balance of accountability in the traditional model. The administrative participants emphasized the growth model, peer collaboration, and accountability in the traditional model as being most necessary in teacher evaluation practices. Teacher participants noted constructive criticism, peer collaboration, and informal visits as being most pertinent to their own evaluation. In addition, both administrative and teacher participants detailed the need to incorporate and expand technology and professional development in teacher evaluation. This study revealed the need to individualize teacher evaluation, while maintaining a balance of formative and summative practices. There is also a great benefit achieved by involving peers in teaching evaluation processes, and providing teachers with specific, timely feedback about their instruction. Educators desire consistent, informal visits to their classroom that provide such feedback. Administrators and teachers alike need to collaborate with one another to produce effective teacher evaluation models, while utilizing the technological tools available to them to ensure effectiveness and efficiency. Schools and their districts can enhance their teacher evaluation practices based on the findings and conclusions from this study. By involving teachers in the process and allowing flexibility in practice teacher evaluation can change for the better. Future researchers should (a) broaden the population of participants, (b) conduct a longitudinal study of professional development, (c) investigate effective peer and formative teacher evaluation models, (d) expand upon the teacher perspective, (e) explore effective uses of technology, and (f) incorporate the student perspective as part of teacher evaluation. [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