This quantitative, non-experimental study explored the differences between principals' perceived level of influence evaluation barriers have on the accuracy of teacher evaluations. A self-administered questionnaire was used to collect data from Montana principals regarding their perceptions of: (a) teacher performance combinations (b) the strength…

This phenomenological qualitative study explores how public school pre-kindergarten teachers in Florida perceive their principals' understanding of early learning standards and developmentally appropriate practices. The problem addressed is that prekindergarten teachers are evaluated by their principals using state-approved evaluation rubrics…

Participating in professional learning and seeking professional growth opportunities are characteristics of effective teachers (Guskey, 2000; Polk, 2006). This study investigated how a teacher evaluation system can promote and encourage the professional growth of teachers. Specifically, the study sought to provide a better understanding of how…

Classroom walkthroughs are the consistent and systematic observation of instruction in the classroom, and despite research indicating classroom walkthroughs drive student achievement and promote learning, high school principals fail to implement effective classroom walkthroughs on a consistent basis, resulting in teachers not receiving enough…

In 2012 Massachusetts implemented a new educator evaluation system designed to create a "cycle of continuous improvement" that includes self-assessment, goal setting, evidence collecting, and evaluation. This new system was supported by more than twenty years of educational research demonstrating that highly skilled teachers remain one…

Market-based reforms, such as high-stakes teacher evaluation models aimed at improving teacher instructional practice, have not addressed student achievement concerns, especially among marginalized student demographic groups. Research contends that principal instructional feedback to teachers is a worthy strategy to improve teacher instructional…

This phenomenological research study was based on elementary school teachers who felt unsupported by their principals, due to lack of frequent reviews and pertinent evaluations. In previous research studies, researchers stated that many elementary teachers were frustrated, changed schools frequently, retired early, or left the teaching profession…

Culturally responsive teaching (CRT) practices are becoming more and more necessary to overcome the discrepancies in cultural representation in today's schools. The most effective learning settings mirror the students' values, experiences, and cultures. School administrators are also tasked with monitoring, assisting, and evaluating teachers'…

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…

This qualitative grounded study investigated professional development, pre-service and in-service that 7 high school principals, 3 assistant principals, and 2 directors in New York State received to build their instructional leadership capacity. The researcher conducted 12 interviews via Zoom video conferencing to ascertain how preparation…

Each year, many teachers leave the field of education. These teachers cite various reasons for leaving the profession including salary, frustration, stress, and little opportunity for professional growth. Additionally, teachers cite a lack of strong leadership and a lack of job satisfaction as the main reasons for leaving the profession. This…

Each year, many teachers leave the field of education. These teachers cite various reasons for leaving the profession including salary, frustration, stress, and little opportunity for professional growth. Additionally, teachers cite a lack of strong leadership and a lack of job satisfaction as the main reasons for leaving the profession. This…

Each year, many teachers leave the field of education. These teachers cite various reasons for leaving the profession including salary, frustration, stress, and little opportunity for professional growth. Additionally, teachers cite a lack of strong leadership and a lack of job satisfaction as the main reasons for leaving the profession. This…

The purpose of this study was to explore teacher and administrator perceptions of teacher evaluation system modeled after "Enhancing Professional Practice: A Framework for Teaching" (Danielson, 2007). It is universally agreed that teachers are the most significant variable to student educational outcomes. Extensive research has been…

Positive learning experiences and achievement for students are significantly skewed to the knowledge, level of skill, and disposition of the classroom teacher (e.g., Darling-Hammond, 2000; Rockoff, 2004). Ensuring teachers have professional learning experiences that develop their knowledge, skills, and dispositions is critical. This research…