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ERIC Number: ED523753
Record Type: Non-Journal
Publication Date: 2010
Pages: 181
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1243-8811-3
An Analysis of Teacher Quality, Evaluation, Professional Development and Tenure as It Relates to Student Achievement
Pritchett, Jim; Sparks, Tara J.; Taylor-Johnson, Tiffany
ProQuest LLC, Ed.D. Dissertation, Saint Louis University
Educational leaders nationwide have been challenged by ineffective tenured teachers who continue to impact student learning. In the era of No Child Left Behind, educational leaders struggle to ensure that students receive high quality education. This problem-based research project attempted to support state, district and building educational leaders in their drive to improve instruction for all students through the analysis of state policies and guidelines in the areas of tenure and teacher evaluation. In this document, current research on teacher quality, teacher evaluation, professional development and tenure practices have been analyzed and juxtaposed with state practices to determine a relationship between states and student achievement. The focus of this research is on ten states, California, Georgia, Kansas, Illinois, Missouri, Nevada, New York, Oklahoma, Tennessee and Texas, with varied populations and geographical locations. Through a study of student achievement factors such as ACT and SAT scores, NAEP scores, dropout rates and graduation dates and teacher data such as percentages of Highly Qualified and National Board Certified teachers, recommendations could be found for educational leaders at the state and local levels. Educational leaders at the state level are encouraged to develop professional development models to support local administrators in the teacher evaluation process. Additionally, state educational leaders should work with legislators to revise the tenure process and develop procedures for teacher evaluation. Local educational leaders should provide ongoing professional development on quality teaching indicators and prioritize time for building leaders to focus on instructional leadership and accurate teacher evaluation practices. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A