Effective teacher evaluation is a meaningful experience that improves student achievement. The first purpose of this study was to examine the current evaluation system used in a special services school district in southern New Jersey. The second was to revise that system to reflect current research-based practice. An examination of the district's evaluation procedures, data from a questionnaire, and interviews with teachers revealed that the current system did not reflect their varied expectations and experience and was limited to classroom observations. The Personnel Evaluation Committee developed a new differentiated model of teacher evaluation. It uses a collection of data from multiple sources for evaluation and for individualization, it implements evaluation pathways based on career status. The first year of this process (2002-03) focused on enhancing the skills of beginning teachers. Data collected after the 4-month pilot-test indicated that the new evaluation process had a definite impact on improving the effectiveness of beginning teachers and that they would be willing to continue the process. It was recommended that the school district create ways to provide time for the necessary developmental activities and allocate funds to secure the appropriate resources to promote the new multifaceted evaluation process.
","abstract_html":"<p>Effective teacher evaluation is a meaningful experience that improves student achievement. The first purpose of this study was to examine the current evaluation system used in a special services school district in southern New Jersey. The second was to revise that system to reflect current research-based practice. An examination of the district's evaluation procedures, data from a questionnaire, and interviews with teachers revealed that the current system did not reflect their varied expectations and experience and was limited to classroom observations. The Personnel Evaluation Committee developed a new differentiated model of teacher evaluation. It uses a collection of data from multiple sources for evaluation and for individualization, it implements evaluation pathways based on career status. The first year of this process (2002-03) focused on enhancing the skills of beginning teachers. Data collected after the 4-month pilot-test indicated that the new evaluation process had a definite impact on improving the effectiveness of beginning teachers and that they would be willing to continue the process. It was recommended that the school district create ways to provide time for the necessary developmental activities and allocate funds to secure the appropriate resources to promote the new multifaceted evaluation process.</p>","abstract_has_math":false,"creators":["Schumacher, Nancy L."],"institution":null,"degree_name":"M.A. in School Administration","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Johnson, Theodore"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-04-10T07:00:00Z","date_published":"2003-04-10T07:00:00Z","updated_at":"2026-07-24T04:14:25Z","subjects":["Teachers--Rating of","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1374","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Johnson, Theodore"]},{"key":"dc:creator","label":"Author","values":["Schumacher, Nancy L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teachers--Rating of","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1374"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Effective teacher evaluation is a meaningful experience that improves student achievement. The first purpose of this study was to examine the current evaluation system used in a special services school district in southern New Jersey. The second was to revise that system to reflect current research-based practice. An examination of the district's evaluation procedures, data from a questionnaire, and interviews with teachers revealed that the current system did not reflect their varied expectations and experience and was limited to classroom observations. The Personnel Evaluation Committee developed a new differentiated model of teacher evaluation. It uses a collection of data from multiple sources for evaluation and for individualization, it implements evaluation pathways based on career status. The first year of this process (2002-03) focused on enhancing the skills of beginning teachers. Data collected after the 4-month pilot-test indicated that the new evaluation process had a definite impact on improving the effectiveness of beginning teachers and that they would be willing to continue the process. It was recommended that the school district create ways to provide time for the necessary developmental activities and allocate funds to secure the appropriate resources to promote the new multifaceted evaluation process.
"]},{"key":"dc:title","label":"Title","values":["The development and implementation of a multifaceted model for differentiated teacher evaluation to improve student achievement"]}]}],"canonical_facts":{"dc:contributor":["Johnson, Theodore"],"dc:creator":["Schumacher, Nancy L."],"dc:date.available":["2016-05-11T07:00:00Z"],"dc:description.abstract":["Effective teacher evaluation is a meaningful experience that improves student achievement. The first purpose of this study was to examine the current evaluation system used in a special services school district in southern New Jersey. The second was to revise that system to reflect current research-based practice. An examination of the district's evaluation procedures, data from a questionnaire, and interviews with teachers revealed that the current system did not reflect their varied expectations and experience and was limited to classroom observations. The Personnel Evaluation Committee developed a new differentiated model of teacher evaluation. It uses a collection of data from multiple sources for evaluation and for individualization, it implements evaluation pathways based on career status. The first year of this process (2002-03) focused on enhancing the skills of beginning teachers. Data collected after the 4-month pilot-test indicated that the new evaluation process had a definite impact on improving the effectiveness of beginning teachers and that they would be willing to continue the process. It was recommended that the school district create ways to provide time for the necessary developmental activities and allocate funds to secure the appropriate resources to promote the new multifaceted evaluation process.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1374"],"dc:subject":["Teachers--Rating of","Elementary and Middle and Secondary Education Administration"],"dc:title":["The development and implementation of a multifaceted model for differentiated teacher evaluation to improve student achievement"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Administration"]},"updated_at":"2026-07-24T04:14:25Z"}