Teacher well-being has many implications within schools, most importantly on students. However, little research has been done to investigate the impact various mandates have on the well-being of teachers. This qualitative study gained insight into how elementary school teachers in Connecticut perceived the impact of teacher evaluation on their…

As the COVID-19 pandemic shook the very foundation of our educational systems, Connecticut created adjustments through the 2020-2021 Teacher Evaluation Flexibility Plan. Using a qualitative phenomenological research design, three research questions were explored through the theoretical lenses of Knowles' (1978) adult learning theory and Weick's…

Teacher evaluation has been a topic of conversation at the federal, state and local level in recent years. While commonly viewed as a way for administrators to inform their personnel decisions, teacher evaluation is rarely assessed on its ability to support teacher growth. The purpose of this study is to investigate the Connecticut SEED model of…