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Author : Christopher Casavant
Publisher :
ISBN 13 :
Total Pages : 202 pages
Book Rating : 4.:/5 (819 download)
Download or read book Perceptions of the Principal Evaluation Process and Performance Criteria written by Christopher Casavant and published by . This book was released on 2012 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : James H. Stronge
Publisher : ASCD
ISBN 13 : 141661561X
Total Pages : 171 pages
Book Rating : 4.4/5 (166 download)
Download or read book Principal Evaluation written by James H. Stronge and published by ASCD. This book was released on 2013-03-11 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective principals run effective schools--this much we know. Accurately measuring principal effectiveness, however, has long been an elusive goal for school administrators. In this indispensable book, author James H. Stronge details the steps and resources necessary for designing a comprehensive principal evaluation system that is based on sound research and established best practices. Here you'll find everything you need to thoroughly assess principal performance, including * An in-depth analysis of research findings related to principal evaluation. * A set of seven field-tested and research-based principal performance standards. * Detailed indicators for each standard that describe the principal's duties and expected level of performance. * A four-point performance appraisal rubric for each standard. * Forms and checklists for use in compiling evidence of performance and completing evaluations. * A step-by-step guide to planning, designing, implementing, and troubleshooting a successful evaluation system. If there's a new principal evaluation system rolling out in your school or district, or if your administration is planning to build one, Principal Evaluation: Standards, Rubrics, and Tools for Effective Performance is essential for ensuring that the system is accurate, fair, and effective.
Author : Todd White
Publisher :
ISBN 13 :
Total Pages : 236 pages
Book Rating : 4.:/5 (622 download)
Download or read book Evaluation of High School Principals in Missouri written by Todd White and published by . This book was released on 2004 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine current principal evaluation practices provided for high school principals in the state of Missouri. This study will also explored principals' perceptions with regard to: (a) the purpose of the evaluation, (b) the effectiveness of the evaluation in relationship to the prescribed purpose, (c) the perceived quality, and (d) the impact on student test scores. Principals in 107 of 359 high schools who had email addresses as reported on DESE's web site responded to the survey. The principals answered a 27-question survey about their perceptions of the purpose, process, and procedures used by the district to evaluate principals. The survey sought to answer seven research questions and to test two null hypotheses. The hypotheses were tested using the Pearson product-moment coefficient of correlation. The findings of most interest from the study were: (a) 68.2% of respondents reported that they used the model developed by DESE, (b) however, 61.6% of the principals surveyed indicated that the superintendent did not discuss specific performance criteria to begin the evaluation process, (c) 38.3% of the respondents reported they never met with their supervisor during the evaluation process, (d) 50.4% of the respondents indicated that the purpose of the principal evaluation was not agreed upon before the evaluation process began. From this study, it is evident that superintendents should provide adequate time to provide feedback to principals concerning their performance, while maintaining the focus of professional growth of the principal as the ultimate goal. The use of DESE guidelines and procedures relates to principal perceptions about the overall impact and quality of the principal evaluation process. The results support the conclusion that superintendents and supervisors must meet with principals to assess and evaluate school improvement goals and provide necessary feedback to principals about their performance.
Author : Michael Andrew Lower
Publisher :
ISBN 13 :
Total Pages : 606 pages
Book Rating : 4.:/5 (171 download)
Download or read book A Study of Principals' and Teachers' Perceptions of and Attitudes Toward the Evaluation of Teachers written by Michael Andrew Lower and published by . This book was released on 1987 with total page 606 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: There were two major objectives achieved in conducting this study. The first major objective was to provide an updated description of the teacher evaluation process in public school systems in the State of Ohio by determining the current perceptions and attitudes of principals and teachers toward the evaluation of teachers. Specifically, the following aspects of the teacher evaluation process were described and compared for principals and teachers--- the structure of the evaluation process, the criteria of the evaluation, the uses of evaluative information, principals' and teachers' attitudes toward the evaluation process, and the strengths and weaknesses of the evaluation process. This study also provided and compared principals' and teachers' actual and ideal perceptions about criteria of the evaluation and uses of evaluative information. In addition, the evaluative criteria and uses of evaluative information that principals and teachers perceived need to be utilized more in the teacher evaluation process were identified. The perceptions of principals and teachers were found to be different for a majority of areas surveyed. The second major objective in conducting this study was to provide an exploratory, empirical testing of the relationship of five important elements of the teacher evaluation process (the utilization of evaluation conferences, the manner in which evaluative goals are established, the use of teacher self-evaluation, the extent of evaluator training, and the use of multiple evaluators and/ or multiple sources of evaluative information) to five areas of professional concern about the teacher evaluation process or perceived areas of weakness of the teacher evaluation process (the adequacy of teacher input provided by the evaluation process, the technical quality of the evaluation, the fairness of the evaluation process, confidence in the evaluation process, and the usefulness of the evaluation process in improving teacher performance). Specifically here, the perceptions of respondents in the categories utilized were examined separately for principals and teachers to ascertain the perceived relationship of these five elements of the teacher evaluation process to the areas of concern about the teacher evaluation process or perceived areas of weakness of the teacher evaluation process. Teachers were found to be very much in agreement with theoretical relationships investigated, while principals were in agreement to a more limited extent. The information gleaned from achieving these two major objectives of the study should prove useful to a variety of educational audiences.
Author : Robert E. Abeln
Publisher :
ISBN 13 :
Total Pages : 206 pages
Book Rating : 4.:/5 (556 download)
Download or read book Superintendent and Principal Perceptions of the Utilization and Impact of Performance-based Evaluations written by Robert E. Abeln and published by . This book was released on 2003 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the study . The purpose of this research was to determine how superintendents and principals perceived the implementation of Performance-Based Principal Evaluations (PBPE) and the impact PBPE had on principals' job performance. This research was guided by six questions regarding the perceptions of superintendents and principals of the implementation and impact of PBPE, and how these perceptions compared. The research also determined what relationship, if any, existed between the implementation and impact of PBPE. Procedures . A questionnaire developed for this research was mailed to the superintendents and principals of 125 randomly selected school districts in Missouri that met enrollment criterion. The questionnaire collected demographic and profile data of the participants. The participants' perceptions of the implementation and impact of PBPE were determined using a Likert-type scale to respond to various components and processes of PBPE. The data were analyzed using frequencies and percentages. Mean responses were computed for each of the components and processes of PBPE and placed in rank order for analysis. Subscale total means were used to compare the perceptions of the superintendents and the principals. A Pearson correlation was used to determine the relationship between perceived implementation and impact of PBPE. Findings . More superintendents than principals reported that PBPE was used in their school districts. When responses by the superintendents and principals were analyzed, superintendents perceived PBPE as being implemented to a greater degree than did the principals. Similarly, the superintendents perceived the impact of PBPE to be greater than the principals. When the perceptions of the superintendents and principals for implementation and impact were examined, a significant positive relationship was found to exist. The completion of a summative evaluation as part of PBPE was ranked highest by both the superintendents and the principals. Conclusions . It was found that PBPE is not implemented in all Missouri school districts, and when PBPE is being used, the components of the formative phase of the evaluation are not fully implemented. The use of evaluation to facilitate improved job performance of the principals was not evident as nearly half the principals reported that professional growth plans were not developed. The relationship found between the perceptions of implementation and impact may indicate that a higher degree of implementation could result in a higher degree of impact PBPE has on principals' job performance. This relationship should be investigated through further research.
Author : Libia S. Gil
Publisher : Corwin Press
ISBN 13 : 9780761977100
Total Pages : 108 pages
Book Rating : 4.9/5 (771 download)
Download or read book Principal Peer Evaluation written by Libia S. Gil and published by Corwin Press. This book was released on 2001-06-21 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a framework for administrator peer evaluation within school districts that is already at work and succeeding. The evaluation design emphasizes results, promotes professional growth and development, models expectations for students and teachers, and meets Interstate School Leaders Licensure Consortium standards. Chapter 1 highlights the historical context for challenging the status quo of a school district and moving to a different level of professional engagement. Chapter 2 describes the genesis of a peer-evaluation concept for principals. A framework for student-based decision making is also outlined in this chapter. Chapter 3 documents the process of establishing a new format for the evaluation process. Chapter 4 contains crucial information for school districts seeking a model and describes the process of creating continuum-based principal performance and leadership standards. Chapter 5 contains a summary of progress, a view to the future, an examination of unresolved challenges, and the identification of future opportunities that will fuel efforts as the leadership role is redefined. Insights from principals' perspectives are also provided in this chapter. Appendix A contains a copy of the article, "Principals Evaluating Peers," in which the early phases of establishing the principal peer-evaluation process are described and its strengths and weaknesses identified. (RT)
Author : Carrie Underwood
Publisher :
ISBN 13 :
Total Pages : 326 pages
Book Rating : 4.:/5 (885 download)
Download or read book Principal Perceptions of Common Core State Standards and the Implications for Teacher Evaluation written by Carrie Underwood and published by . This book was released on 2014 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation describes a study assessing Twin Rivers Unified School District's school principals' attitudes towards various characteristics of teacher evaluation and compares perceptions among sub groups. Thirty-one building principals completed a survey which measured perceptions of four constructs of teacher evaluation that were selected from current educational theory: teacher evaluation should be founded in a partnership, differentiated for individuals, ongoing, and considerate of student learning outcomes. Principals were examined as sub groups according to gender, ethnicity, school culture, professional backgrounds, and years of experience. Descriptive statistics indicated that principals agreed that evaluation systems should be part of an ongoing cycle. Might teacher evaluation be an opportunity to view a teacher's performance from a growth mindset? This mixed-methods study used survey data and interview data at a Northern California school district, to explore the following questions: 1. Which of the following or combination of variables are significantly related regarding principal perceptions about teacher evaluation for Common Core? o Gender o Professional Background o Age o Years as a principal o Ethnicity o School Climate 2. What are the perceived factors already impacting teacher evaluations by school site principals that relate to CCSS and do they transfer? 3. What are the perceived changes (by principals) that teacher evaluation must undergo in light of Common Core implementation? The quantitative findings for Question 1 did not have a significant correlation between principal perceptions and variables on the survey. Questions 2 and 3, in a qualitative study, provided an opportunity to view principal perceptions of teacher evaluation through the lenses of Systems Theory (focusing on Bronfenbrenner's (1979) Ecology of Human Development Theory), Universal Design for Learning Theory, Appreciative Inquiry Theory, and Transformational Leadership Theory. The theories formulated from qualitative data, showed illustration of support that could lead to growth oriented teacher evaluation via: 1. The removal of barriers for principals as they evaluate teachers. For example, more time for principals to provide focused support for teachers and a non-punitive evaluation. 2. Change to current evaluation models by implementing a more growth-oriented evaluation process and principals leading with a multi-faceted leadership style. This study concludes with policy and future research recommendations.
Author : Marcia K. McMahon
Publisher :
ISBN 13 :
Total Pages : 432 pages
Book Rating : 4.:/5 (957 download)
Download or read book The Importance of the Principal Evaluation Process on Student Achievement written by Marcia K. McMahon and published by . This book was released on 2016 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last 30 years, research has examined the role principals play in shaping school improvement and developing a foundation for student learning. This mixed methods study examined the relationship between school districts' principal evaluation processes and potential impact on student achievement in reading and mathematics. This study, conducted within 27 Texas school districts, surveyed principals and teachers from 41 campuses, as well as district office representatives. This study was conducted in three parts. First, principals were administered the Principal Evaluation Attributes, Feedback and Perception survey to measure their perceptions concerning the evaluation process in the areas of accountability, increased student achievement, professional growth, incentives for improvement, adherence to policy, and fostering school climate. Next, district evaluation instruments were analyzed with student performance in reading and mathematics on the 2011 Texas Assessment of Knowledge and Skill assessment to determine if a relationship between the quality of district developed instruments and student performance existed. Findings indicated that there was no correlation between principal evaluation instruments and student achievement. Survey results indicated that evaluation processes within districts are perceived as merely a checklist for complying with district policy and have little impact on principal professional growth or student achievement. The second component of the study included semi-structured interviews with school district level officials who were responsible for conducting the principal evaluation process. The findings suggest principal supervisors concurred with the use of district developed checklists as a means to evaluate campus principals, but had a different perception in relationship to principal performance, use for professional development, and impact on student achievement. Finally, new to this body of research, was the capturing of teacher perceptions regarding specific principal behaviors that impact student achievement in relation to the principal evaluation process. On on-line survey of teachers from the 41 campuses from this study was conducted in the spring of 2015. Teachers in this study indicate that professional growth opportunities for the campus principal should focus on school wide improvements, not necessarily personal principal development. Teachers found effective principals implement classroom-coaching strategies to improve instruction, outline expectations, and mandate needed professional growth individualized for optimal teacher performance. Thus, effective principals align professional development identified through the analysis of multiple sources of data and relate those findings to specific areas of teacher professional growth. Critical in this process is the amount of time principals spend observing classroom instruction and providing effective feedback to classroom teachers.
Author : John King Negley
Publisher :
ISBN 13 :
Total Pages : 266 pages
Book Rating : 4.:/5 (89 download)
Download or read book Perceptions of Wisconsin Administrators Regarding the Evaluation of Principals written by John King Negley and published by . This book was released on 1983 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Diane M. Niederriter
Publisher :
ISBN 13 :
Total Pages : 294 pages
Book Rating : 4.:/5 (547 download)
Download or read book Principals' Perceptions of the Effectiveness of Teacher Evaluation Processes in Responding to Poor Performance written by Diane M. Niederriter and published by . This book was released on 2003 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Robert James Ferrera
Publisher :
ISBN 13 :
Total Pages : 268 pages
Book Rating : 4.:/5 (429 download)
Download or read book Perceptions of School Personnel and Board Members Regarding Teacher Evaluation Based on Performance Criteria written by Robert James Ferrera and published by . This book was released on 1974 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Thomas Kane
Publisher : John Wiley & Sons
ISBN 13 : 1118837185
Total Pages : 604 pages
Book Rating : 4.1/5 (188 download)
Download or read book Designing Teacher Evaluation Systems written by Thomas Kane and published by John Wiley & Sons. This book was released on 2014-06-03 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt: WHAT IS EFFECTIVE TEACHING? It’s not enough to say “I know it when I see it” – not when we’re expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET) project represents a groundbreaking effort to find out what works in the classroom. With funding by the Bill & Melinda Gates Foundation, the MET project brought together leading academics, education groups, and 3,000 teachers to study teaching and learning from every angle. Its reports on student surveys, observations, and other measures have shaped policy and practice at multiple levels. This book shares the latest lessons from the MET project. With 15 original studies, some of the field’s most preeminent experts tap the MET project’s unprecedented collection of data to offer new insights on evaluation methods and the current state of teaching in our schools. As feedback and evaluation methods evolve rapidly across the country, Designing Teacher Evaluation Systems is a must read and timely resource for those working on this critical task. PRAISE FOR DESIGNING TEACHER EVALUATION SYSTEMS “This book brings together an all-star team to provide true data-driven, policy-relevant guidance for improving teaching and learning. From student achievement to student perceptions, from teacher knowledge to teacher practices, the authors address key issues surrounding the elements of a comprehensive teacher evaluation and improvement system. Highly recommended for anyone seriously interested in reform.” —PETE GOLDSCHMIDT, Assistant Secretary, New Mexico Public Education Department “This book is an invaluable resource for district and state leaders who are looking to develop growth and performance systems that capture the complexity of teaching and provide educators with the feedback needed to develop in their profession.” —TOM BOASBERG, Superintendent, Denver Public Schools “A rare example of practical questions driving top quality research and a must read for anyone interested in improving the quality of teaching.” —ROBERT C. GRANGER, Former President (Ret.), The William T. Grant Foundation “This will be the ‘go to’ source in years to come for those involved in rethinking how teachers will be evaluated and how evaluation can and should be used to increase teacher effectiveness. The superb panel of contributors to this book presents work that is incisive, informative, and accessible, providing a real service to the national efforts around teacher evaluation reform.” —JOHN H. TYLER, Professor of Education, Brown University
Author : Stephen C. O'Pry
Publisher :
ISBN 13 :
Total Pages : 308 pages
Book Rating : 4.:/5 (757 download)
Download or read book Teacher Perceptions of a Standards-based Performance Appraisal System written by Stephen C. O'Pry and published by . This book was released on 2011 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study, conducted with 121 first-year teachers from a single suburban Houston area school district, provided insight into two key research questions: (1) What are the perceptions of new teachers regarding the PDAS as it was implemented on their campus? (2) What factors contribute to the perceptions of new teachers regarding the PDAS as it was implemented on their campus? This study was conducted in two parts. The first part was an online survey consisting of 24 Likert 4-point items designed to elicit responses regarding the individual teachers' experience with the standards-based evaluation. These survey scores were then totaled and ranked to determine the top and bottom scoring participants. The extreme scoring respondents participated in individual interviews regarding the specific contributing factors behind their perceptions of the evaluation. Interview data were then read and phenomena were coded to develop broad themes and sub-themes of information that occurred during each interview. The theme and subtheme codes were then organized into charts to reveal patterns between the highest and lowest survey rank participants. These patterns were analyzed to reveal factors that contributed to the negative and positive perceptions. This study found that the value a teacher placed on the evaluation process was influenced by the principal. In addition, teachers who felt well-prepared and well-supported by their peers and their principal viewed the experience positively, and teachers also placed a higher value on the process when they felt they received meaningful and timely feedback and/or were provided opportunity for self-reflection. Finally, this study found that the relationship teachers have with principals is not always a factor in their perception of the PDAS process.
Author : Ruth Shannon Finnegan (Ph.D.)
Publisher :
ISBN 13 :
Total Pages : 169 pages
Book Rating : 4.:/5 (974 download)
Download or read book Teacher and Principal Perceptions of a New Evaluation Program for Teachers written by Ruth Shannon Finnegan (Ph.D.) and published by . This book was released on 2016 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ability to evaluate teachers accurately is indispensable for both the development of effective teachers and for student achievement. In this era of accountability, it is important school districts develop evaluation systems that comply with the propriety, utility, feasibility, and accuracy standards of the Joint Committee on Standards for Educational Evaluations. This study focused on a process evaluation of a new teacher evaluation program. While previous studies have been conducted from the teachers or the evaluators perspectives, this study examined both perspectives. More than 1,500 teachers and 41 principals were invited to complete an online instrument modified from surveys conducted by Hopkins and Stronge. Of concern to the teachers and principals was the accuracy of the new evaluation program, they did not see the value and validity of using SLOs to improve teaching practices to increase learning, and teachers slightly favored using the professional practices component more than the SLO component of the evaluation. Using SLO data in teacher evaluation is an unknown dynamic for teachers; therefore, school administrators need to understand how teachers perceive this change as it relates to teacher support of the new evaluation process. If districts are to safeguard the fidelity, implementation, and sustainability of new evaluation programs for teachers, districts must acknowledge the influence teacher perceptions have on endorsing implementation efforts toward change. Teachers' perceptions toward adjusting instructional practices to align with the standards and criteria of new evaluation programs can either hinder or ensure program implementation.
Author : Maria Edelberg
Publisher :
ISBN 13 :
Total Pages : 149 pages
Book Rating : 4.:/5 (131 download)
Download or read book Superintendents' and Principals' Perception of Principal Evaluation Systems written by Maria Edelberg and published by . This book was released on 2012 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative research study was to examine superintendents' and principals' perceptions of how principal evaluation systems influenced a principal's leadership in promoting high levels of student achievement. Survey results, principal interviews, superintendent interviews, and principal evaluations tools were used to gather the information and data. Results from the study revealed there were no patterns of agreement among the four school districts studied on what was evaluated in the district's principal evaluation systems. Moreover, there were opposing views within districts among principals and between principals and superintendents on what was actually evaluated in their district's principal appraisal system. When a review of the districts' principal appraisal systems was conducted for linkages to ISLLC and the Pennsylvania Inspired Leadership Standards, data demonstrated only one district had explicit references to both of the Standards. The other districts varied from some direct linkages to the Standards to no mention of any of the Standards. Additionally, the study confirmed that there were some similarities among components of the principals evaluation systems among the four school districts studied. Lastly, the studied revealed none of the four school districts which participated in this study used meeting Adequate Yearly Progress (AYP) as a measure when evaluating principals.
Author : Anthony J. Shinkfield
Publisher : Springer Science & Business Media
ISBN 13 : 9400917961
Total Pages : 406 pages
Book Rating : 4.4/5 (9 download)
Download or read book Teacher Evaluation written by Anthony J. Shinkfield and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher Evaluation: Guide to Professional Practice is organized around four dominant, interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models. The book draws heavily on research and development conducted by the Federally funded national Center for Research on Educational Accountability and Teacher Evaluation (CREATE). The reader will come to grasp the essence of sound teacher evaluation and will be able to apply its principles, facts, ideas, processes, and procedures. Finally, the book invites and assists school professionals and other readers to examine the latest developments in teacher evaluation.
Author : Gladys Smith Moton
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (12 download)
Download or read book Teachers' and Administrators' Perceptions of a New Multi-measure Teacher Evaluation System in One Large Urban School District in Texas written by Gladys Smith Moton and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind (NCLB) Act, and Obama‘s Race to the Top (2009) policy charged districts with increasing academic achievement by improving teacher quality. The problem of teacher quality has plagued the public school system for decades. Stronge and Hindman (2005) suggest, we can greatly improve student achievement if we come to an understanding of what constitutes an effective teacher and then seek out those qualities and behaviors (p. 49). Districts are now compelled to take a closer look at teacher evaluation systems in order to measure teacher quality and effectiveness. Evaluation systems provide the impetus for informing teacher practice, as well as, potentially driving future staff development (Education, 2009). Many states are now requiring teacher ratings to be based on multiple measures of performance, with many states and districts electing to establish performance pay incentive parameters for meeting specific goals (Doherty & Jacobs, 2013). In the backdrop of this transitional educational landscape, at least one large urban school district in Texas embarked upon a project to improve its teacher evaluation system. The 2012-2013 school year marked the deployment of this district‘s newly implemented teacher evaluation system. This newly implemented teacher evaluation system aimed to address both teacher effectiveness and student growth. The purpose of this program evaluation was to: 1) examine teachers‘ and administrators‘ perceptions of the newly implemented teacher evaluation system within a large urban school district and its influence on instructional planning, classroom instruction and professional practice; 2) examine teachers‘ and administrators‘ perceptions regarding the training they received with the newly implemented evaluation system; and, 3) explore teachers‘ and administrators‘ perceptions regarding the newly implemented teacher evaluation system being tied to performance pay. A purposeful sampling of sixteen teachers and five principals from low-performing and high-performing elementary, middle, and high schools within one large urban school district were selected as participants for this study to gain multiple perspectives from teachers and administrators across various contexts. Participants were part of one of the district‘s feeder pattern schools who participated in the pilot year of implementation. Three teacher focus groups were conducted, and each of the five principals were interviewed one-on-one using semi-structured interviews. Transcribed audio recordings from principal interviews and teacher focus groups were coded inductively (Creswell, 2002) and analyzed for emerging themes using the constant comparison method (Glaser and Strauss,1967). Findings revealed teachers and administrators perceived the newly implemented teacher evaluation system to positively influence instructional planning by providing the focus and structure embedded in the Danielson‘s Framework for Teaching and assisting teachers in refining pedagogy. Additionally, both teachers and administrators reported the evaluation system influenced classroom instruction by promoting increased levels of student engagement and moving teachers from teacher-directed instruction to student-driven learning. Findings also revealed the evaluation system provides teachers and administrators opportunities for reflective practice through increased dialog and strengthened relationships. The teachers and administrators perceived some of the training to be overwhelming and confusing due to the large amount of content given at once. Lastly, findings revealed teachers and administrators question the fairness of tying student growth measures to teacher performance pay, and they are unclear about the process for determining teacher performance pay. Implications and recommendations for districts planning to implement new evaluation systems are included in this study. The recommendations include: developing a clear set of teaching standards rooted in best practices for effective teaching when adopting a new teacher evaluation system; assuring the evaluation process encourages frequent observations, goal setting, action planning, and teacher and administrator reflections to promote reflective and improved practice, increased dialog, and strengthened relationships; assuring district leadership across all levels are well-informed regarding the newly implemented teacher evaluation system and are equipped to explain processes and address concerns; forming a district-wide core training team to deliver district-wide professional development rather than relying solely on campus administrators to deliver turn-around training to teachers and other campus level administrators; and, scaffolding training in smaller segments to allow adult learners to synthesis and process information more deeply.
