{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/29775"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/29775","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The Development of a Meaningful Teacher Evaluation Process in a Catholic Elementary School","abstract":"The process of teacher evaluation has often been less than satisfying for both teachers and administrators. Educational literature dealing with teacher evaluation shows that it is frequently a rote procedure with little or no benefit for the people involved. In this study, the researcher used the action research process to design, implement, and evaluate a new system of teacher evaluation and development in St. Anne's Catholic School. Twenty teachers of the twenty-two member faculty participated in the two-year study. Together, the teachers and administrator examined the original system of evaluation and then devised a new system. They put the new process into effect, critiqued it, and revised it. The administration and faculty learned that teacher evaluation can be more meaningful if teachers are involved in its planning, given a choice of evaluation methods, and evaluated consistently throughout the school year.","abstract_html":"The process of teacher evaluation has often been less than satisfying for both teachers and administrators. Educational literature dealing with teacher evaluation shows that it is frequently a rote procedure with little or no benefit for the people involved. In this study, the researcher used the action research process to design, implement, and evaluate a new system of teacher evaluation and development in St. Anne's Catholic School. Twenty teachers of the twenty-two member faculty participated in the two-year study. Together, the teachers and administrator examined the original system of evaluation and then devised a new system. They put the new process into effect, critiqued it, and revised it. The administration and faculty learned that teacher evaluation can be more meaningful if teachers are involved in its planning, given a choice of evaluation methods, and evaluated consistently throughout the school year.","abstract_has_math":false,"creators":["Green, Jean R."],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Educational Leadership and Policy Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":["Parks, David J."],"committee_members":["Crockett, Jean B.","Dawson, Christina M.","Fenchak, Richard J.","Niles, Jerome A."],"year":2001,"date_issued":"2001-07-24","date_published":"2001-07-24","updated_at":"2026-07-22T22:20:37Z","subjects":["teacher evaluation","teacher development","reflective practice","action research","Catholic education"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-11292001-211117"],"render_values":[{"text":"etd-11292001-211117","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/29775","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Parks, David J."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Crockett, Jean B.","Dawson, Christina M.","Fenchak, Richard J.","Niles, Jerome A."]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership and Policy Studies"]},{"key":"dc:creator","label":"Author","values":["Green, Jean R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:19:19Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:19:19Z","2002-11-30"]},{"key":"dc:date.issued","label":"Date","values":["2001-07-24"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teacher evaluation","teacher development","reflective practice","action research","Catholic education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-11292001-211117"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/29775"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The process of teacher evaluation has often been less than satisfying for both teachers and administrators. 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