Teacher evaluation policy reforms involving student data: Teachers’ perceptions

This study explored the perceptions of elementary school teachers in two Illinois public schools who have been evaluated using student test data. One school used a student learning objective approach and one school used an all-in approach. The theoretical framework for this study was relational trust. The research questions were: (a) To what extent do Illinois public school teachers who are evaluated using student learning objective and all-in student growth approaches perceive the processes to be understandable, fair, and valid? (b) To what extent have these student growth approaches influenced their professional practice? (c) How does the principal’s approach to teacher evaluation during the student growth component of the evaluation influence teachers’ professional development? In order to answer these questions, a qualitative interview study was conducted. Two principals and nine teachers were interviewed using semi-structured, open-ended interviews. Three main findings emerged after the interviews were coded and analyzed. First, teachers at the SLO school had a more positive view of the student growth model at their school than teachers at the all-in school. Teachers at the all-in school reported that the student growth model influenced their professional practice more than teachers at the SLO school. Both principals maintained a high level of trust with their teachers through the process by exhibiting competence and integrity and demonstrating care and respect for their teachers.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Ed Organization and Leadership

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2020

Author dc:creator

• Weidner, Emily Anna

Contributors dc:contributor

• Roegman, Rachel
• Shriner, James
• Herrmann, Mary
• Welton, Anjale

• teacher evaluation

Statement dc:rights

• Copyright 2020 Emily Weidner

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/107955

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/107955