Title
Teacher Perceptions of the Impact of an Evaluation System on Classroom Instructional Practices
Advisor
Vogel, Linda R.
Advisor
Armenta, Anthony
Committee Member
Weiler, Spencer
Department
Educational Leadership and Policy Studies
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley (Colo.)
Publisher
University of Northern Colorado
Date Created
12-1-2014
Genre
Thesis
Extent
127 pages
Digital Origin
Born digital
Description
Teacher evaluation systems are becoming a method for measuring teacher effectiveness as well as a method for improving teacher instructional practice. Cycles of observation, feedback, and professional development are essential for improving the practice of teaching and the education of students overall. The researcher synthesized the experiences of 30 teachers regarding their perceptions of the evaluation system in which they conduct their professional practice. The study sample included teacher representation from most grades and levels. Kindergarten through grade 12 teachers, special educators, physical education teachers, art teachers, language specialists, elementary teachers, secondary teachers, and teachers of literacy, math, science, and social studies were represented as well as teachers in coaching roles. Five major themes emerged from this study and identified the ways teachers perceived an existing system of evaluation to influence their classroom instructional practices. The effect of feedback, quality of relationships, effect of the professional practices rubric, effect of modeling, and the effect of personal integrity and self-reflection were identified as mechanisms that enabled teachers to benefit from the existing system. These themes revealed the complexity of the system in which multiple mechanisms must work in coordination in order for teachers to realize the benefits.
Degree type
Ed.D.
Degree Name
Doctoral
Language
English
Local Identifiers
Donahue_unco_0161D_10363
Rights Statement
Copyright is held by author.
