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Impact of Teacher Evaluation Protocols on Classroom Instructional Practices

Kwolek, Kathleen A.
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1420539287

Abstract Details

2014, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
Many states are in the process of adopting rigorous, standards-based teacher evaluation systems in order to address and increase teacher accountability for student achievement. In the newly adopted Educator Effectiveness evaluation system, Pennsylvania classroom teachers were evaluated through one of two evaluation protocols, both aligned to Danielson's Framework for Teaching. The purpose of this study was to explore the impact of the new Pennsylvania evaluation model on the use of classroom instructional practices by teacher participants. The study sample included 111 classroom teachers in grades K-12 in one school district: 35 teachers were assigned to the Formal Observation Model and 76 teachers to the Differentiated Supervision Model (which used portfolios to evaluate teacher performance). A two-group, pretest-posttest, quasi-experiment was used to compare the ratings of classroom instructional practices of all teachers. Using a paired-samples t-test, the average increase in the ratings of classroom instructional practices of Formal Observation participants was not significant, whereas the average increase in the ratings of Differentiated Supervision participants was significant. This study provides evidence that teachers' use of a carefully structured portfolio as a reflection tool may result in improved classroom instructional practices; however, the final Educator Effectiveness ratings of teachers in the Portfolio Mode lacked the discrimination necessary to meet the summative goals for teacher evaluation. These results are important considerations for PA district leaders who must choose among various options for the Differentiated Supervision evaluation of teachers.
Karen Larwin, Ph.D. (Committee Chair)
Jane Beese, Ed.D. (Committee Member)
Kenneth Miller, Ph.D. (Committee Member)
Darwin Huey, Ed.D. (Committee Member)
252 p.
Education; Education Policy; Educational Evaluation; Educational Leadership; Educational Tests and Measurements; Pedagogy; School Administration; Teacher Education; Teaching
teacher evaluation; differentiated supervision; Educator Effectiveness ratings; classroom instructional practices; portfolios; Danielson Framework for Teaching

Recommended Citations

Citations

  • Kwolek, K. A. (2014). Impact of Teacher Evaluation Protocols on Classroom Instructional Practices [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1420539287

    APA Style (7th edition)

  • Kwolek, Kathleen. Impact of Teacher Evaluation Protocols on Classroom Instructional Practices. 2014. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1420539287.

    MLA Style (8th edition)

  • Kwolek, Kathleen. "Impact of Teacher Evaluation Protocols on Classroom Instructional Practices." Doctoral dissertation, Youngstown State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1420539287

    Chicago Manual of Style (17th edition)

ysu1420539287
4,959
© 2014, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.