Degree Date
12-2019
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Educational Leadership
First Advisor
Harrington V. Gibson, Ed.D.
Abstract
This study is a program evaluation of the effectiveness of teacher evaluation practices in a small suburban elementary school district in Illinois from 2017-2019. The primary research question explored in this program evaluation is whether and to what extent the teacher evaluation process is changing teacher practices in Washington School District 25. Employing a qualitative research methodology, with data gathered from teacher interviews, school administrator interviews, and document analysis, this study identified several key components to the improvement of instructional practices for teachers. Policy implications and recommendations highlight the importance of the following: a common instructional framework, staff involvement in a Professional Learning Community (PLC) aligned to the instructional framework, and multiple opportunities for meaningful feedback.
Recommended Citation
Grens, Scott, "Teacher Evaluation Practices and Policy Implications: Effective Strategies for Changing Instruction" (2019). Dissertations. 427.
https://digitalcommons.nl.edu/diss/427
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Other Educational Administration and Supervision Commons, Other Teacher Education and Professional Development Commons