Three key aspects were revealed through the literature review of teacher evaluations. First, teacher evaluations have been controversial nationwide and revised from the outset. Second, the COVID-19 pandemic added a layer of complexity. Third, research on the state of teacher evaluations was minimal, particularly for California K-12 public schools. This mixed methods non-experimental case study employed a grounded theory research approach to gain an understanding of teacher evaluations during the COVID-19 pandemic. To conduct the study, human resource administrators in public school districts serving K-12 students across all 58 counties in California were invited to participate in an online survey. A total of 134 respondents representing 36 counties completed the survey, and some participated in a semi-structured interview. The data was analyzed, and a theme emerged, which was confirmed by the semi-structured interviews. This study unearthed a substantive theory: Collaboration overcomes adversity. Collaboration made supposedly impossible situations manageable. The substantive theory and findings are currently limited to education and teacher evaluations. Further exploration is recommended for policy, research, and practice. Some limitations include single-source information and limited participation from urban school districts.
","abstract_html":"<p>Three key aspects were revealed through the literature review of teacher evaluations. First, teacher evaluations have been controversial nationwide and revised from the outset. Second, the COVID-19 pandemic added a layer of complexity. Third, research on the state of teacher evaluations was minimal, particularly for California K-12 public schools. This mixed methods non-experimental case study employed a grounded theory research approach to gain an understanding of teacher evaluations during the COVID-19 pandemic. To conduct the study, human resource administrators in public school districts serving K-12 students across all 58 counties in California were invited to participate in an online survey. A total of 134 respondents representing 36 counties completed the survey, and some participated in a semi-structured interview. The data was analyzed, and a theme emerged, which was confirmed by the semi-structured interviews. This study unearthed a substantive theory: Collaboration overcomes adversity. Collaboration made supposedly impossible situations manageable. The substantive theory and findings are currently limited to education and teacher evaluations. Further exploration is recommended for policy, research, and practice. Some limitations include single-source information and limited participation from urban school districts.</p>","abstract_has_math":false,"creators":["Preciado, Irene"],"institution":null,"degree_name":"Education, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Thomas F. Luschei","Frances Marie Gipson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-01T08:00:00Z","date_published":"2022-01-01T08:00:00Z","updated_at":"2026-07-24T01:40:15Z","subjects":["California K–12 public schools","collaboration","collaboration overcomes adversity.","COVID-19","memorandum of understanding (MOU)","teacher evaluations","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/497","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Thomas F. Luschei","Frances Marie Gipson"]},{"key":"dc:creator","label":"Author","values":["Preciado, Irene"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-04-19T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["California K–12 public schools","collaboration","collaboration overcomes adversity.","COVID-19","memorandum of understanding (MOU)","teacher evaluations","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/497"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Three key aspects were revealed through the literature review of teacher evaluations. First, teacher evaluations have been controversial nationwide and revised from the outset. Second, the COVID-19 pandemic added a layer of complexity. Third, research on the state of teacher evaluations was minimal, particularly for California K-12 public schools. This mixed methods non-experimental case study employed a grounded theory research approach to gain an understanding of teacher evaluations during the COVID-19 pandemic. To conduct the study, human resource administrators in public school districts serving K-12 students across all 58 counties in California were invited to participate in an online survey. A total of 134 respondents representing 36 counties completed the survey, and some participated in a semi-structured interview. The data was analyzed, and a theme emerged, which was confirmed by the semi-structured interviews. This study unearthed a substantive theory: Collaboration overcomes adversity. Collaboration made supposedly impossible situations manageable. The substantive theory and findings are currently limited to education and teacher evaluations. Further exploration is recommended for policy, research, and practice. Some limitations include single-source information and limited participation from urban school districts.
"]},{"key":"dc:title","label":"Title","values":["The State of Teacher Evaluations in California K-12 Public Schools during COVID-19"]}]}],"canonical_facts":{"dc:contributor":["Thomas F. Luschei","Frances Marie Gipson"],"dc:creator":["Preciado, Irene"],"dc:date.available":["2023-04-19T07:00:00Z"],"dc:description.abstract":["Three key aspects were revealed through the literature review of teacher evaluations. First, teacher evaluations have been controversial nationwide and revised from the outset. Second, the COVID-19 pandemic added a layer of complexity. Third, research on the state of teacher evaluations was minimal, particularly for California K-12 public schools. This mixed methods non-experimental case study employed a grounded theory research approach to gain an understanding of teacher evaluations during the COVID-19 pandemic. To conduct the study, human resource administrators in public school districts serving K-12 students across all 58 counties in California were invited to participate in an online survey. A total of 134 respondents representing 36 counties completed the survey, and some participated in a semi-structured interview. The data was analyzed, and a theme emerged, which was confirmed by the semi-structured interviews. This study unearthed a substantive theory: Collaboration overcomes adversity. Collaboration made supposedly impossible situations manageable. The substantive theory and findings are currently limited to education and teacher evaluations. Further exploration is recommended for policy, research, and practice. Some limitations include single-source information and limited participation from urban school districts.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/497"],"dc:subject":["California K–12 public schools","collaboration","collaboration overcomes adversity.","COVID-19","memorandum of understanding (MOU)","teacher evaluations","Educational Leadership"],"dc:title":["The State of Teacher Evaluations in California K-12 Public Schools during COVID-19"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:40:15Z"}