How Context Influences Educator Perceptions of Teacher Evaluation Systems

• In Event: 45.092 - MTCC Roundtable Session 17
  In Roundtable Session: 45.092-7 - Examining Teacher Perceptions, Behaviors, and Policies: Implications for Research and the Profession

Abstract

In teacher evaluation systems, teachers and leaders have different roles and bring diverse perspectives to the process. These perspectives differ further based on contextual factors, such as school setting, grade level, and subject taught. This study explored educator perceptions of a recently implemented accountabily-based teacher evaluation system in Connecticut. The study compared survey responses to questions about feedback characteristics, importance of feedback characteristics, and beliefs about instructional improvement. Findings include differences in teacher and leader responses regarding the frequency and content of feedback. Further, findings show disparaties in teacher responses based on teacher context, notably in the type, content, and type of feedback received, perceptions of the credibility of the evaluator and process, and supports available for professional development.

Authors

• Maria Boeke Mongillo, Central Connecticut State University

• Jeremy Daniel Visone, Central Connecticut State University

• Yan Liu, University of North Carolina - Wilmington