The Repository @ St. Cloud State

Open Access Knowledge and Scholarship

Date of Award


Culminating Project Type


Degree Name

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


Educational Administration and Higher Education


School of Education

First Advisor

Roger Worner

Second Advisor

Kay Worner

Third Advisor

Janine Dahms-Walker

Fourth Advisor

Nicholas Miller

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

standards-based teacher evaluation, teacher perceptions



The authorization of federal legislation including the 2001 No Child Left Behind (NCLB) Act (Public Law 107-110) and the United States Department of Education, 2009 Race to The Top (RTTT) (Pubic Law 111-5) federal grant stimulus spurred an increase in state accountability systems that focused on reform and innovation. Specifically, these federal statutes focused on a “renewed emphasis on state-level teacher evaluation policy” (Maslow & Kelley, 2012, p. 601). This enhanced focus on accountability for student achievement among teachers and principals has contributed to school districts attempting to design effective teacher evaluation systems that promote and encourage a culture of continuous improvement and growth for all teachers. Further, there is a strong need to identify for principals the most essential elements of teacher evaluation that impact teacher effectiveness.

In the Minnesota State Teacher Development, Evaluation and Peer Support Model Evaluation Report (2015), teachers are “decidedly split” on the usefulness of teaching standards to accurately assess and inform professional growth conversations. The teachers who reported negatively identified that the tool was limiting and encouraged “canned ways of reflecting” on their instructional practices. However, evaluators found that the teaching standards are useful and that they need more time and/or training to support professional growth conversations with teachers.

Callahan and Sadeghi (2015) identify that a teacher evaluation system should provide “timely and useful feedback” through an “accurate and consistent process” that “measures a teacher’s strength and weaknesses”. Consequently, the purpose of this study is to understand the extent to which teachers perceive standards-based teacher evaluation to be useful and accurate in measuring teacher effectiveness. Additionally, the study seeks to identify how teacher conferencing and written feedback within standards-based teacher evaluation influences teacher’s professional growth (development).

The frequency results provided several important findings. Thirty-four or 100.0% of respondents strongly agreed or agreed that conferencing (face-to-face) was an important component of teacher evaluation. Thirty-three or 97.1% of respondents strongly agreed or agreed that written feedback was an important component of teacher evaluation. Nineteen or 57.6% of respondents strongly disagreed or disagreed with the statement that the process of teacher evaluation leads to improved student achievement at their school. Thirty or 90.9% of respondents strongly agreed or agreed that when completed, conferencing (face-to-face) was helpful in improving teaching and learning.



I want to start by thanking my family. My wife, Katherine, who is my best friend and biggest supporter. Thank you for creating the space for me to complete this journey. To my daughters, Estelle and Veronica, thank you for listening to me throughout this journey and acting like you were interested when I wanted to share my excitement. It meant a lot for me to be able to share this experience with you. To my brother, Patrick, thank you for your belief in me and sharing your brilliant friend, Pearl, to give me another doctoral perspective in the final stages. To my mom and dad, thank you for your encouragement throughout my life to invest in education over sports. To my sister, Lisa, you are the most incredible role model. You are the exemplar for being resilient with whatever life throws at you.

Additionally, I want to thank my advisor, Dr. Roger Worner, for his unwavering support and belief in my ability to complete this journey. As a multiracial male, it means everything to me to have had your guidance and mentorship. Thank you for caring enough about my growth as a person that you demanded my best effort in completing the dissertation.

I want to also acknowledge my committee members, Dr. Janine Dahms-Walker, Dr. Kay Worner and Dr. Nick Miller, thank you for your enthusiasm and encouragement throughout the process. I want to also acknowledge Michele Braun-Heurung of the Center for Doctoral Studies at St. Cloud State University, for her timely support of me as a candidate. Michele was prompt and encouraging throughout the journey when I came to her with questions and concerns about next steps.

Lastly, I want to thank Al Levin, Mindy McBride, and Lisa Sayles-Adams, my colleagues and dear friends, who provided professional space and time for me to complete this experience.



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