Transforming educator instructional practice in pennsylvania secondary schools through the addition of teacher-specific student achievement data as a component of teacher evaluation

Transforming educator instructional practice in pennsylvania secondary schools through the addition of teacher-specific student achievement data as a component of teacher evaluation. (2015). Transforming educator instructional practice in pennsylvania secondary schools through the addition of teacher-specific student achievement data as a component of teacher evaluation.

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Title	Transforming educator instructional practice in pennsylvania secondary schools through the addition of teacher-specific student achievement data as a component of teacher evaluation
Abstract	Supervision through evaluation is effective if it has a positive impact on teacher performance and student achievement (Danielson, 2001; Marzano, Frontier, & Livingston, 2011; Tucker & Stronge, 2005; Wright, Horn, & Sanders, 1997). The purpose of this study was to examine teacher and administrator perceptions of how the addition of student achievement data as a component in teacher evaluation in the Pennsylvania Educator Effectiveness System motivated self-reflection and change in teacher practice. The general question framing the study was how teachers and administrators perceive changes in teacher instructional practice and motivation based on the influence of student performance data in teacher evaluation using the Pennsylvania Educator Effectiveness System. Teacher evaluation systems provide an instrument for feedback enabling teachers and administrators to reflect on teaching practices geared to improving instruction; a central reason for teacher evaluation is improving performance (Tucker & Stronge, 2005). The evaluation of a teacher is a transformational process designed to improve a teacher's planning and preparation, instruction, classroom environment, and professional development. Research findings from teacher participant interviews and supported by administrator participant responses suggested that teacher-specific student performance data in evaluation transformed teacher instructional practice, motivation and self-reflection consistent with Mezirow's (1994) phases of Transformational Learning Theory. All teacher and administrator participants, 100% of respondents, agreed that student achievement should be a component in teacher evaluation. Ninety-five percent disagreed with the method Pennsylvania utilized to provide the student growth data for teachers. That made the fact that all participants supported the idea of student achievement in evaluation, even though they overwhelmingly showed distain for the current method of calculating student achievement, more valuable.
Date	2015

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