Date of Award

5-2018

Culminating Project Type

Dissertation

Degree Name

Educational Administration and Leadership, K-12: Ed.D.

Department

Educational Administration and Higher Education

College

School of Education

First Advisor

Kay Worner

Second Advisor

Roger Worner

Third Advisor

Plamen Miltenoff

Fourth Advisor

John Eller

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

Teacher Evaluation, Model, Framework, Principal, Time

Abstract

The study measured perceptions of select secondary school principals in Minnesota regarding the teacher evaluation model utilized in their schools and the amount of time principals commit to the process of evaluating their teachers.

Research questions were answered through analysis of data from a survey including principal demographics, the teacher evaluation model utilized in the principal’s school, the volume of time principals’ report devoting to teacher evaluation and principal perceptions related to the extent to which the teacher evaluation model improves teacher performance.

The responses received showed that 60.5% of respondents were using a model based on Charlotte Danielson and 20.2% of respondents were using a Robert Marzano based teacher evaluation model. Another 10.1% of respondents indicated their district had created their own model and 8.4% reported using a Kim Marshall based model. Principals reported spending between 0 and 10 or more hours per week on teacher evaluation with the most common response of 2-4 hours per week provided by 37.0% of respondents.

Based on the results of the study, it is recommended that schools in Minnesota examine the teacher evaluation practices in place to assure the time spent by principals is meaningful for teachers and leads to improved teacher performance.

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