Teacher Evaluation Models as Boundary Objects: Can Policy Create Common Understanding Across Educational Communities?

• In Event: Co-Construction and Collaborative Development in Teacher Education

Abstract

Establishing a common understanding of good teaching theoretically allows for coordination across educator preparation program (EPP) and preK-12 communities of practice such that both can support teachers and increase teacher effectiveness. However, this case study of an EPP’s implementation of a state-developed Performance Evaluation and Professional Growth (PE/PG) model reveals limitations of such efforts when implemented in the complex settings and communities of schools and EPPs. Findings in this study suggest the model of quality teaching inherent in the PE/PG provided clinical teachers and their supervisors a common definition of good teaching, but generated limited consensus about its meaning in context. Researchers recommend creating opportunities for community members to cross boundaries to negotiate meanings across communities.

Authors

• Kelley Marie King, University of North Texas

• Noelle A. Paufler, Clemson University

• Rachel L. Biritz, Clemson University