The Development of a Meaningful Teacher Evaluation Process in a Catholic Elementary School

The process of teacher evaluation has often been less than satisfying for both teachers and administrators. Educational literature dealing with teacher evaluation shows that it is frequently a rote procedure with little or no benefit for the people involved. In this study, the researcher used the action research process to design, implement, and evaluate a new system of teacher evaluation and development in St. Anne's Catholic School. Twenty teachers of the twenty-two member faculty participated in the two-year study. Together, the teachers and administrator examined the original system of evaluation and then devised a new system. They put the new process into effect, critiqued it, and revised it. The administration and faculty learned that teacher evaluation can be more meaningful if teachers are involved in its planning, given a choice of evaluation methods, and evaluated consistently throughout the school year.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Department dc:contributor.department

Educational Leadership and Policy Studies

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2001

Author dc:creator

• Green, Jean R.

Chair dc:contributor.committeechair

• Parks, David J.

Committee members dc:contributor.committeemember

• Crockett, Jean B.
• Dawson, Christina M.
• Fenchak, Richard J.
• Niles, Jerome A.

• teacher evaluation
• teacher development
• reflective practice
• action research
• Catholic education

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

etd-11292001-211117

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/29775