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Veteran teachers' perspectives on teacher evaluation and how they want to be evaluated

Author

Fabio Robles, University of the Pacific

Date of Award

2007

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Administration and Leadership

First Advisor

Fred Muskal

First Committee Member

Dennis Brennan

Second Committee Member

Michael Elium

Third Committee Member

Louis Wildman

Abstract

The purpose of this study was to develop categories of meaning regarding veteran teachers' perspectives on teacher evaluation and how veteran teachers want to be evaluated. A total of 14 teachers with 10 or more years of teaching experience were interviewed. The study relied upon a qualitative method, using grounded theory to provide an in-depth analysis on perspectives veteran teachers had on teacher evaluation and how they wanted to be evaluated. Interview data was analyzed and coded for concepts that represented teachers' perspectives. The analysis yielded data which presented two themes, Theme one: Veteran Teachers' Perspectives on Teacher Evaluation, and Theme Two: Veteran Teachers' Plan for Evaluation. Theme one revealed several categories: "evaluation career," "evaluation process," "types of evaluation processes," "evaluators," and "purpose of evaluation." Theme two presented three categories: "what to evaluate," "who evaluates," and "how to evaluate." Data analysis led to a grounded theory suggesting that teachers experienced commonalities regarding their perspectives on teacher evaluation and how they want to be evaluated. This study concluded that teachers perceive the current status of teacher evaluation as ineffective and useless. Teachers want the process to continue using principal observation as the key component, but want it done more often both formally and informally. Teachers feel that evaluators should be competent in the areas they evaluate and serve as instructional leaders. They want other data sources to be included in their evaluations. Teachers disagree with pay for performance systems or those solely dependent on student outcomes, and that student growth data should be part of a multi data driven system. Self-evaluation and professional growth are areas teachers feel should be tied to an effective evaluation system. Teachers want to receive feedback from parents, peers, and students. Teachers find the California Standards for the Teaching Profession (CSTP) to be an effective and necessary tool to base teacher evaluation upon. This study presented perspectives concerning teachers' experiences with teacher evaluation and also presented data regarding how teachers wanted to be evaluated.

Pages

257

ISBN

9780549439745

Recommended Citation

Robles, Fabio. (2007). Veteran teachers' perspectives on teacher evaluation and how they want to be evaluated. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2359