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ERIC Number: ED547536
Record Type: Non-Journal
Publication Date: 2011
Pages: 230
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-5460-7
A Policy Analysis: State Teacher Evaluations Policies and Practices in Comparison to Evidenced Based Characteristics of High Performing Teachers
Janson, Karl E.; Martin, Patrick N.; Sutton, Marica K.
ProQuest LLC, Ed.D. Dissertation, Saint Louis University
This policy analysis of teacher evaluations focuses specifically on teacher practices related to student performance. Due to the relationship between teacher practices and student performance, and the need for evaluation policy to include these practices, the policy analysis of teacher evaluation policies was conducted. The focus of the project was state level teacher evaluation policies, specifically, on teaching practices that relate to student performance. Research conducted by a number of leading educational scholars has indicated the most important variable related to student performance is the performance of the teacher. This policy analysis project focused on current state-level teacher evaluation policies and practices ability to evaluate identified teaching characteristics related to student performance. The project's work synthesized the current research regarding high performing teachers and developed five standards; Instruction, Assessment, Learning Environment, Communication/Community Relations, and Professional each with multiple indicators for the content piece. The standards that had been developed were sent to an expert panel and critiqued. After receiving feedback from the panel, adjustments and modifications were made to the standards and indicators. Then the project work focused on creating a scoring rubric in order to conduct a policy analysis of current state level evaluation policies and practices being used by the fifty states and their ability to gauge the characteristics of high performing teachers. Due to a wide disparity in state educational expectations and practices, this policy analysis project focused on the comparisons of the state-required instrument standards and those standards developed through the foundational knowledge and expert panelists review. Ten states were identified that mandated districts to implement state-developed teacher evaluation instruments. A policy analysis was conducted to determine the extent to which teachers were evaluated on these evidence-based standards in those ten states. As a result of this policy analysis, nine recommendations were made to four different audiences. A major recommendation of this policy analysis included a national streamlining of standards and indicators of high performing teachers. The creation of these standards and indicators to be gauged by teacher evaluation processes would allow for policy makers to guide their procedures in the creation of teacher evaluation policies and 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