Teacher Evaluation: The Change We Wish to See; Improving the Formal Observation Process to Improve Student Learning
Dissertation - Public Access
Ed.D. Doctor of Education
Dr. Elizabeth Minor
Dr. Gloria McDaniel
Dr. Harrington Gibson
Teacher evaluation is a formal construct for improving instruction and student learning. Formal observations are a central component of that process. This change model explores the option of a videotaped observation model as an alternative to the current Illinois state-mandated in-person formal observation to increase teacher ownership, promote reflective practice and improve instructional practices. The evaluation process is a vehicle that promotes collaboration among building leaders and staff. The Illinois shift to a professional practice model provides a construct for a culture and climate that encourages reflection and promotes professional growth (Danielson, 2011; Darling-Hammond, 2013; Jay, 2003; Stuhlman, Hamre, Downer, & Pianta, n.d.). In examining practices related to evaluation and the formal observation, the idea is to build systems empowering teachers and focused on collaboration to promote reflection and professional growth (Myung & Martinez, 2013). The premise of the change model is to realize the context, culture, conditions and competencies that will reflect an effective system with a focus on student learning (Wagner & Kegan, 2006). Qualitative research methods were used to gain a deeper understanding of the teacher and administrator perceived value of the formal observation. Analyzing data from surveys and semi-structured interviews regarding the observation experience, the findings suggest that there is an opportunity to examine alternate structures for the formal observation to increase its value as a tool for professional growth. A further case study of the change model was conducted with three teachers and three administrators. Given responses to the case study coupled with the survey and interview data, I found there is merit to exploring how the videotaped alternative may contribute to an improved teacher evaluation process.
Brownlow, Merryl B., "Teacher Evaluation: The Change We Wish to See; Improving the Formal Observation Process to Improve Student Learning" (2018). Dissertations. 304.
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Teacher Education and Professional Development Commons