Case studies of teacher evaluation systems viewed as successful in suburban high school districts
Elmen, Gary Warren
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/21653
Description
Title
Case studies of teacher evaluation systems viewed as successful in suburban high school districts
Author(s)
Elmen, Gary Warren
Issue Date
1995
Doctoral Committee Chair(s)
McGreal, Thomas L.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Tests and Measurements
Education, Administration
Education, Secondary
Language
eng
Abstract
This study seeks answers to why certain teacher evaluation systems are viewed as successful in improving and maintaining the quality of instruction in Chicago suburban public high schools. The review of the literature explores the two expressed purposes of teacher evaluation: summative and formative evaluation. The review also examines state evaluation laws, the impact of collective bargaining, theory, and context considerations. It reveals specific areas of dissatisfaction expressed by teachers and administrators. The review also presents the factors that knowledgeable professionals and researchers believe are important to an effective teacher evaluation system.
Through an initial survey of suburban public high schools which have department heads, the study ascertained which of their teacher evaluation systems are viewed as successful by both teachers and evaluators. Case studies targeting the teacher evaluation systems were then conducted in two of the districts where the systems appeared to be most successful.
The findings that emerged showed that various factors can contribute to the perceived successfulness, but their individual impact can be affected by influences within a specific school context. Several possible avenues to success are suggested by the findings. The evaluation system can build upon what the school values. Its design should match its purpose. Involving teachers in designing the evaluation system can strengthen its credibility. Supervisory practices and staff development activities can mesh in a planned, compatible way with evaluation. Sufficient time and frequency can contribute to successful evaluation. Clear communication about the types of observations and data to be used in evaluation can reduce anxiety. Training for evaluators and teachers can contribute to success. The evaluation system can evolve in response to experience. Visible leadership and attention by the top leaders can contribute to success. Department heads can exercise credible instructional leadership in teacher evaluation. When written documents prescribing the evaluation system match the actual practice, that can foster credibility of the system. Rating teachers can divert their attention from information about their formative growth. Though the teachers' association and collective bargaining can have a limiting effect on evaluation practices, that does not necessarily have to hinder the summative and formative purposes.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
