Teacher Evaluation Emphases and Ambitious Instructional Practices

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Teachers' Agency, Intentions, and Practices (Table 5)

Abstract

This study explored associations between teacher evaluation emphases from a teacher’s first year and their instructional practices in their second year. We also analyzed how teachers reported being influenced by their teacher evaluation experiences. To examine these associations and evaluation influences, we drew upon survey, interview, and classroom observation data from 50 elementary school teachers. We found that first-year teachers’ perceptions of teacher evaluation emphases on instruction was associated with higher instructional quality scores in their second year. Qualitatively, we found that second-year teachers reported three mechanisms through which evaluation experiences seemed to influence their instruction: (1) setting goals, (2) strategies from evaluator feedback, and (3) validation of their practices. These findings have implications for leaders and teacher evaluation research.

Authors

• Kim Evert, Middle Tennessee State University

• Jason Michael Miller, Eastern Kentucky University

• Peter A. Youngs, University of Virginia