Opportunities Lost: First-Year Teachers' Perceptions of Evaluation and Feedback and How These Influence Their Instruction

• In Event: Sheraton Roundtable Session Ten
  In Roundtable Session: School-Based Initiatives: Supporting and Retaining Teachers (Table 4)

Abstract

In this study, we examined 2016-17 survey and interview data from 55 elementary first year teachers (FYTs) across eight U.S. states regarding their experiences with teacher evaluation and their perceived influence of evaluation on their teaching practices. Our mixed-methods analyses revealed FYTs who received higher-quality feedback reported more consistency between practices they perceive as important and the emphases in the teacher evaluation system. FYTs who reported receiving lower quality feedback reported a significantly higher emphasis on student scores on standardized tests. We characterize the experiences of FYTs who did not receive high-quality feedback as lost opportunities to support the developmental needs of beginning teachers.

Topic Descriptors: Teacher evaluation, Novice teacher development, First-year teacher experiences

Authors

• Amy R. Guenther, Saginaw Valley State University
  Presenting Author

• Lindsay J. Wexler, North Central College
  Presenting Author

• Kim Evert, Middle Tennessee State University
  Presenting Author