Date Approved

9-11-2019

Embargo Period

9-12-2019

Document Type

Dissertation

Degree Name

EdD Doctor of Education

Department

Educational Services and Leadership

College

College of Education

First Advisor

Coaxum, James

Second Advisor

Fields, Cary

Third Advisor

Manning, JoAnn

Subject(s)

Teachers--Rating of; Teachers--New Jersey

Disciplines

Educational Administration and Supervision

Abstract

The purpose of this convergent, parallel mixed methods research study was to gather and analyze data from teachers who have been observed and evaluated using the Stronge Teacher Effectiveness Performance Evaluation System, with regards to it being able to create positive change in both instruction and student achievement, as well as the quality of feedback received on observations and summative evaluations. Data were collected using three instruments: a survey, interviews, and an analysis of summative evaluation scores, and the data led to six emerging themes. The participants did not perceive that the system had the potential to bring about change, in either instruction or student achievement. Participants perceived that administrator use of the system was for compliance purposes rather than a true desire to improve education in the district and that the supervision of teachers needed to shift from completely evaluative to a focus on instructional supervision and professional development. The study found that there was a need to create a connection between observations, evaluations, and professional growth opportunities.

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