Michigan Teachers' and Administrators' Perceptions of the Teacher Evaluation Process as Related to Student Learning

• In Event: 75.014 - Making Sense of Accountability Policies: Value-Added Models and Teacher Evaluation

Abstract

This mixed-methods study examined the perceptions of 1,274 Michigan teachers and 474 administrators on the teacher evaluation process and student growth and learning. Administrators perceived that the teacher evaluation process increased student learning significantly more than teachers perceived. Specifically, administrators cited improved instructional practices and consistency across classrooms resulting in improved test scores. Teachers also perceived the teacher evaluation process had improved instructional practices by increasing the use of research-based strategies, but cited concern that the evaluation system focused on compliance resulting in a loss of autonomy, and a lack of focus on student learning. Both groups agreed more time and resources to collaborate on improving teaching was necessary for the teacher evaluation process to positively impact student growth.

Authors

• Abby Cameron-Standerford, Northern Michigan University

• Bethney Bergh, Northern Michigan University

• Derek L. Anderson, Northern Michigan University