ABSTRACT
Using Wagner’s (2006) change leadership model to assess culture, context, condition and competencies of a small suburban school district to create a change plan for value-added teacher evaluation is the central idea to this study. The four arenas of change together allow for a systematic analysis of teaching and learning. This research study represents the current state of the school district with gaps in the connectedness of opportunities for building competency toward enhancing teacher quality as measured by the Danielson Framework for Teaching and value added NWEA MAP achievement outcomes. Ninety-six percent of the teachers are rated effective while 79% of the learners are meeting student growth proficiency gains. Strategies for creating a vision of success involves developing a plan to transform the district and move through change efforts toward the goal of a future reality where a sustainable and connected relationship exists between teacher quality ratings and student achievement outcomes. The reflections, planning, action steps, and activities that occur between the current and future state of the district is the work that provides a foundation for progress and change.
","abstract_html":"<p>ABSTRACT </p> <p>Using Wagner’s (2006) change leadership model to assess culture, context, condition and competencies of a small suburban school district to create a change plan for value-added teacher evaluation is the central idea to this study. The four arenas of change together allow for a systematic analysis of teaching and learning. This research study represents the current state of the school district with gaps in the connectedness of opportunities for building competency toward enhancing teacher quality as measured by the Danielson Framework for Teaching and value added NWEA MAP achievement outcomes. Ninety-six percent of the teachers are rated effective while 79% of the learners are meeting student growth proficiency gains. Strategies for creating a vision of success involves developing a plan to transform the district and move through change efforts toward the goal of a future reality where a sustainable and connected relationship exists between teacher quality ratings and student achievement outcomes. The reflections, planning, action steps, and activities that occur between the current and future state of the district is the work that provides a foundation for progress and change.</p>","abstract_has_math":false,"creators":["White, Caletha"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Harrington Gibson","Dr. Elizabeth Minor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-12-01T08:00:00Z","date_published":"2017-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:32Z","subjects":["Teacher Evaluation","Danielson Framework for Teaching","Student Growth","Value Added Evaluation","Student Achievement Outcomes","Professional Learning","Staff Development","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/276","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Harrington Gibson","Dr. Elizabeth Minor"]},{"key":"dc:creator","label":"Author","values":["White, Caletha"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-02-22T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teacher Evaluation","Danielson Framework for Teaching","Student Growth","Value Added Evaluation","Student Achievement Outcomes","Professional Learning","Staff Development","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/276"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ABSTRACT
Using Wagner’s (2006) change leadership model to assess culture, context, condition and competencies of a small suburban school district to create a change plan for value-added teacher evaluation is the central idea to this study. The four arenas of change together allow for a systematic analysis of teaching and learning. This research study represents the current state of the school district with gaps in the connectedness of opportunities for building competency toward enhancing teacher quality as measured by the Danielson Framework for Teaching and value added NWEA MAP achievement outcomes. Ninety-six percent of the teachers are rated effective while 79% of the learners are meeting student growth proficiency gains. Strategies for creating a vision of success involves developing a plan to transform the district and move through change efforts toward the goal of a future reality where a sustainable and connected relationship exists between teacher quality ratings and student achievement outcomes. The reflections, planning, action steps, and activities that occur between the current and future state of the district is the work that provides a foundation for progress and change.
"]},{"key":"dc:title","label":"Title","values":["Redesigned Adult Learning To Create An Environment Of Deep Understanding Of The Danielson Framework for Teaching And The Shifts Required To Lead Students To Excellence"]}]}],"canonical_facts":{"dc:contributor":["Dr. Harrington Gibson","Dr. Elizabeth Minor"],"dc:creator":["White, Caletha"],"dc:date.available":["2018-02-22T08:00:00Z"],"dc:description.abstract":["ABSTRACT
Using Wagner’s (2006) change leadership model to assess culture, context, condition and competencies of a small suburban school district to create a change plan for value-added teacher evaluation is the central idea to this study. The four arenas of change together allow for a systematic analysis of teaching and learning. This research study represents the current state of the school district with gaps in the connectedness of opportunities for building competency toward enhancing teacher quality as measured by the Danielson Framework for Teaching and value added NWEA MAP achievement outcomes. Ninety-six percent of the teachers are rated effective while 79% of the learners are meeting student growth proficiency gains. Strategies for creating a vision of success involves developing a plan to transform the district and move through change efforts toward the goal of a future reality where a sustainable and connected relationship exists between teacher quality ratings and student achievement outcomes. The reflections, planning, action steps, and activities that occur between the current and future state of the district is the work that provides a foundation for progress and change.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/276"],"dc:subject":["Teacher Evaluation","Danielson Framework for Teaching","Student Growth","Value Added Evaluation","Student Achievement Outcomes","Professional Learning","Staff Development","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary Education","Teacher Education and Professional Development"],"dc:title":["Redesigned Adult Learning To Create An Environment Of Deep Understanding Of The Danielson Framework for Teaching And The Shifts Required To Lead Students To Excellence"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:32Z"}