Promoting Professional Growth in New Teacher Evaluation Systems: Teachers' Lived Experiences in Changing Policy Contexts

• In Event: 45.088 - Understanding and Analyzing Supervision in Policy and Practice

Abstract

Despite recent federal policy changes, some states are still mired in debate, and in some cases litigation, about how to evaluate teachers to promote professional growth and increase student learning. This pilot study examined the lived experiences and perceptions of teachers at one high school in a large, suburban, fast-growth school district in Texas, regarding their new evaluation system. Findings suggest the new evaluation model created challenges due to the rigor of the expectations and complexity of implementation. However, teachers appreciated the focus on growth and ability to set their own goals for improvement, specifically citing the importance of open communication, clear expectations, more training on the observation rubric and evaluation process, and evaluator competence to help them grow professionally.

Authors

• Noelle A. Paufler, Clemson University

• Kelley Marie King, University of North Texas

• Ping Zhu, University of North Texas