A Phenomenological Exploration of How Public School Administrators Balance Teacher Evaluation and Support of Teacher Growth

Autor/in	Slattery, Mary F.
Titel	A Phenomenological Exploration of How Public School Administrators Balance Teacher Evaluation and Support of Teacher Growth
Quelle	(2017), (165 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Rhode Island
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-1004-5
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; Public Schools; School Administration; Administrators; Teacher Evaluation; Faculty Development; Interviews; Trust (Psychology); Teacher Administrator Relationship; Rhode Island + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; Public school; Öffentliche Schule; Teacher appraisal; Lehrerbeurteilung; Interviewing; Interviewtechnik
Abstract	Educational reform efforts over the past several decades have focused on different ways to address student achievement. Since the quality of the teacher that students have is one of the biggest in-school factors that impact student achievement, schools have focused on identifying, measuring, and improving teacher quality. Some of those reform efforts have focused their attention on teacher evaluation as a way of increasing student achievement. There has been much research on the components quality evaluation tools. There is also research on ways to impact and change teacher practice. Unfortunately most evaluation tools do not impact teaching practice. Rhode Island administrators are currently facing the challenge of implementing a high stakes evaluation system while also finding ways to help support growth and development of their teachers. This phenomenological study used open-ended interviews to understand how six administrators in Rhode Island negotiate that complexity. Administrators interviewed emphasized the importance of developing a trusting positive climate and utilizing this climate, along with various components of the evaluation system, to provide teachers with the kinds of support that will impact teacher growth and practice in the classroom. Administrators also expressed their frustration at some of the elements of the evaluation system and limitations they have found in their ability to impact teacher change. Findings from this study have implications for those revising or creating educator evaluation systems, as well as for administrators who must use high stakes evaluation systems while simultaneously attempting to impact teacher growth, development and change in practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01