Culminating Project Title
Date of Award
Culminating Project Type
Educational Administration and Leadership, K-12: Ed.D.
Educational Administration and Higher Education
School of Education
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.
Bass, Bryan, "The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District" (2017). Culminating Projects in Education Administration and Leadership. 33.