Teacher Evaluation and Professional Development: The Perceptions of Michigan Teachers and Administrators

• In Event: 43.032 - Relationships of Policy and Teacher Learning

Abstract

This mixed-methods study examined the perceptions of 1,274 Michigan teachers and 474 administrators on the teacher evaluation process and resulting professional development. Administrators perceived that the evaluation process increased critical feedback significantly more than teachers did. Specifically, administrators overwhelmingly indicated that the educator evaluation process resulted in positive professional growth and the process drove professional development decisions. Teachers stated that the educator evaluation tools seemed to reflect a focus on the general education setting making it challenging for specials teachers, early childhood/kindergarten teachers, school counselors, vocational/career and technical education teachers and special education teachers receive effective and critical feedback from the evaluation process. Both groups agreed the evaluation process limited the flexibility necessary to provide feedback prompting individualized professional development.

Authors

• Bethney Bergh, Northern Michigan University

• Abby Cameron-Standerford, Northern Michigan University

• Derek L. Anderson, Northern Michigan University