Clarity Precedes Competence: The Impact of a Revised Classroom Teacher Evaluation Instrument on Teaching and Learning

<p>This study is a program evaluation to determine the impact of evaluators’ use of the revised Classroom Teacher Evaluation Instrument on instructional practice in a mid-sized, public school district serving approximately 43,000 Pre-Kindergarten through twelfth-grade students. The primary research question explored in this program evaluation is what theory of action for the evaluation system will establish reliable effectiveness measures to gauge teacher quality in the school district under study. Employing a mixed-methods approach, with data gathered from a principal survey, focus group transcriptions, and instructional practice and student achievement data, this study informed and improved current practices surrounding observation and evaluation processes. Policy implications and recommendations support a multidimensional view of teacher effectiveness through the inclusion of multiple measures of data, including deliberate practice and self-assessment, classroom observations, student voice, student achievement and growth, and school performance growth.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2020

Author dc:creator

• Schafte, Kyra

Contributors dc:contributor

• Dr. Carla Sparks
• Dr. Marie Whelan

• instructional practice
• student achievement
• summative evaluation
• Charlotte Danielson
• Race to the Top
• Educational Leadership

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/483

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1525