Examining a Teacher Evaluation System in Context: Elementary and High School Teacher Perceptions of Effectiveness

• In Event: 68.029 - Key Teacher Evaluation/Accountability System Components: Using Diverse Methods to Inform Practice and Policy

Abstract

In response to growing demand for increased teacher accountability, federal changes have prompted states to implement teacher evaluation systems that use statistically complex models (i.e., value-added) and measures of professional practice. In this study, the researcher examined the perceptions of elementary and high school teachers in a large suburban district with an evaluation system comprised of both measures (i.e., a value-added model at 33% and professional practice (i.e., the Danielson Framework for Teaching) at 67%). Perceptual variation among elementary and high school teachers must be recognized and better understood given the intended and unintended consequences of designing and implementing teacher evaluation systems in practice. Findings from this study contribute to the growing body of evidence needed for researchers to help inform district, state, and federal policy decisions that likely have a disparate impact at different educational and grade levels.

Author

• Noelle Angeline Paufler, University of North Texas