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Title:Teacher evaluation policy reforms involving student data: Teachers’ perceptions
Author(s):Weidner, Emily Anna
Director of Research:Roegman, Rachel
Doctoral Committee Chair(s):Roegman, Rachel
Doctoral Committee Member(s):Shriner, James; Herrmann, Mary; Welton, Anjale
Department / Program:Educ Policy, Orgzn & Leadrshp
Discipline:Ed Organization and Leadership
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ed.D.
Genre:Dissertation
Subject(s):teacher evaluation
Abstract:This study explored the perceptions of elementary school teachers in two Illinois public schools who have been evaluated using student test data. One school used a student learning objective approach and one school used an all-in approach. The theoretical framework for this study was relational trust. The research questions were: (a) To what extent do Illinois public school teachers who are evaluated using student learning objective and all-in student growth approaches perceive the processes to be understandable, fair, and valid? (b) To what extent have these student growth approaches influenced their professional practice? (c) How does the principal’s approach to teacher evaluation during the student growth component of the evaluation influence teachers’ professional development? In order to answer these questions, a qualitative interview study was conducted. Two principals and nine teachers were interviewed using semi-structured, open-ended interviews. Three main findings emerged after the interviews were coded and analyzed. First, teachers at the SLO school had a more positive view of the student growth model at their school than teachers at the all-in school. Teachers at the all-in school reported that the student growth model influenced their professional practice more than teachers at the SLO school. Both principals maintained a high level of trust with their teachers through the process by exhibiting competence and integrity and demonstrating care and respect for their teachers.
Issue Date:2020-05-01
Type:Thesis
URI:http://hdl.handle.net/2142/107955
Rights Information:Copyright 2020 Emily Weidner
Date Available in IDEALS:2020-08-26
Date Deposited:2020-05


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