This quantitative research study investigates the relationship between teachers' evaluation rating and their classroom-based assessment practices using a survey approach. Four middle schools consisting of 39 (grades six through eight) teachers in the Southwestern U.S. participated in the study. Research has shown that when teachers regularly use a…

Educators, economists, and sociologists have long discussed how best to measure the value of education in society. Since the Coleman Report was published in 1966, indicating that America's students were falling behind, there has been increased scrutiny on ensuring teachers are effective in the classroom and that students are learning and growing…

The purpose of this qualitative descriptive design study was to understand how 6-12th grade teachers describe their teacher evaluation experiences and the role those experiences play in shaping their instructional practices. The literature review indicated the need to understand how teacher understandings of evaluation tools influence their…

Recent efforts to help teachers improve have centered on teacher evaluation. This qualitative dissertation explored how eight teachers from one middle school described and understood improving their practice Additionally, this study used purposeful developmental sampling to explore how, if at all, participants' way of knowing (meaning their…

This mixed methods program evaluation examined teacher and administrator perceptions regarding fidelity of implementation of components of the teacher evaluation program with middle school special education teachers. These components include pre-conferences, observations, and post-conferences; summary evaluations; and professional development…

Educators play a crucial role in student skill development; hence this dissertation explores incentive-driven public policies and understands the effect that educators have on students. The first chapter estimates relative contributions of the subjective (supervisor observations and student surveys) versus objective (value-added) evaluation…

This quantitative, correlational study aims to determine if a predictive relationship exists between teacher perceptions of Tennessee's teacher evaluation and the linear combination of teacher gender, years of experience, and school-level taught (elementary, middle, high). Although teachers have recognized the current teacher evaluation system,…

Despite continuous efforts to develop teacher observation and evaluation frameworks, one-size-fits-all evaluation tools may not be adequate for an instrumental music classroom. Since implementing the Every Student Succeeds Act (ESSA) in 2015, teacher evaluation has shifted from a high-stakes accountability model to models focused on feedback and…

School districts are currently faced with the challenge of implementing teacher evaluation systems that accurately measure and grow effectiveness while simultaneously increasing academic performance among all student populations. The ability to provide a fair and accurate measure of teacher performance is central to Dallas Independent School…

The ability and competence to communicate with students in a clear and understandable manner is referred to as teaching effectiveness (Sanchez et al., 2020). Educators strive for ongoing professional development and skill enhancement as a means of improving student achievement, and there are standardized performance metrics used to observe how…

Research has shown that teacher evaluation feedback has not positively impacted teachers' practice or instruction. An average of 53% of U.S. Virgin Island teachers disagreed or strongly disagreed on the value of the feedback they received from administrators on the evaluation system. The purpose of this basic qualitative study was to explore the…

Value-added metrics or models (VAMs) are an important component of the teacher evaluation process that evaluators use to determine the value teachers add to their students' academic achievement. VAMs are used to arrive at a score that is derived from the number of the teachers' students who pass and/or fail a standardized assessment. While prior…

Teacher evaluation systems are designed to provide teachers with feedback to improve their practice. The feedback, however, is oftentimes not delivered in a way that considers the underlying cognitive processes that teachers experience when presented with performance feedback (Jordan & Audia, 2012). According to performance feedback theory,…

In 2012, New Jersey implemented a broad change to the teacher evaluation system with the Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act which identified the Marzano Causal Teacher evaluation system as one of the prescribe models for districts to adopt. This system provides a more differentiated teacher…

Feedback is provided to teachers throughout the school year. But how often do school administrators receive feedback on the feedback communicated to teachers and have an opportunity to deliberately practice delivering the information in a concise manner? This quantitative study begins to address school leaders' abilities in the Colonial School…