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ERIC Number: ED568292
Record Type: Non-Journal
Publication Date: 2014
Pages: 154
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-4046-3
ISSN: N/A
Fostering Teacher Learning through Relationships and Dialogue: Principals' Perceptions of Implementing a Teacher Evaluation Plan
Erickson, Andrea Bianca
ProQuest LLC, Ed.D. Dissertation, Roosevelt University
We cannot achieve quality learning for all, or nearly all, students until quality development is attained and sustained for all teachers. (Fullan, 1994, p. 246) When the No Child Left Behind Act (NCLB) of 2001 was signed into law, the federal government made student achievement and teacher quality a national priority (U.S. Department of Education, 2003). As a result, teaching became a major focus of reforms. State and federal policies have targeted teacher evaluation as a strategy to improve the quality of teaching. Yet, evaluation events are typically not associated with teacher learning, even though these processes are in fact designed to develop a teacher's practice, as well as to assess teaching performance for employment decisions (Danielson & McGreal, 2000; Danielson, 2008; Stronge, Richard, Catano, 2008). Teacher evaluation systems that balance accountability requirements with ongoing teacher learning serve the goals of school improvement, student learning, and teacher growth (Ovando & Ramirez, 2007; Stronge, 2006). Moreover, for both of the evaluation purposes to be realized, the evaluator must value the outcomes beyond the bureaucratic requirements. The teacher evaluator, most often the school principal, must view the evaluation events as opportunities to improve the quality of teaching and learning (Davis, Ellett, and Annunziata, 2002). Therefore, the principal's attitude and actions regarding teacher evaluation link directly to how the teacher evaluation process is realized at a school. This study examined how five school principals in a large urban school district experienced and perceived the implementation of a standards-based teacher evaluation plan. Two semi-structured interviews and one focus group interview was conducted with the five principals to understand their perceptions and to hear about their experiences regarding the evaluation plan. The collected data was analyzed and interpreted with open coding. Key categories emerged from the data (a) principals believe that trusting relationships with teachers are essential to their work (b) growth minded principals empower teachers to learn and improve practice within evaluation events, and (c) the obligation of the principal to conduct teacher evaluation does not need to be a limitation to teacher learning. The results of this study reveal how principals experienced expectations of the Appraisal of Teacher Performance (ATP) process, and showed how the principals' beliefs about teaching and learning influenced their decisions in the ATP process. In addition, principals are satisfied with the teacher evaluation process, but are challenged to implement in a manner that can influence positively teacher learning and growth. This study found that the principals' beliefs about teaching and learning influence their decisions and actions in the evaluation process. Although challenged by obstacles to implement the evaluation plan, these five principals are satisfied with the teacher evaluation process. Based on these principals' descriptions of obstacles to successful implementation, recommendations to policy makers and educational leaders who shape evaluation processes include ongoing evaluator training, designing professional development from evaluation system data, and creating explicit connections between the evaluation system and other district work. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001