The Impact of the 1985 Reform Legislation on the Formative Evaluation Practices of One Central Illinois School District
Nelson, Robert S.
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Permalink
https://hdl.handle.net/2142/71946
Description
Title
The Impact of the 1985 Reform Legislation on the Formative Evaluation Practices of One Central Illinois School District
Author(s)
Nelson, Robert S.
Issue Date
1993
Doctoral Committee Chair(s)
McGreal, Thomas
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, Administration
Abstract
The 1980's will be known as the decade of accountability in education in the state of Illinois. In 1985, the General Assembly passed a 169 part reform package. Included in this legislation was the requirement for a two-part evaluation system. One component of this system is the establishment of a formative evaluation model which is based upon the clinical supervision model of evaluation. The second element of this system is the summative rating of teachers on a multi-positive rating scale.
This research project replicated earlier studies done at the Northwest Regional Laboratory in Portland, Oregon. Richard Stiggens and Daniel Duke in 1986 began researching those variables which produce teacher growth in evaluation. From their research came an instrument designed to evaluate the most recent evaluation completed on a teacher from the perspective of the teacher.
Five attributes are measured by the Teacher Evaluation Profile. The five attributes include the attributes of the teacher, the attributes of the evaluator, the attributes of the feedback provided, the attributes of the context in which the evaluation takes place and the attributes of the evaluation feedback.
The Teacher Evaluation Profile consists of forty-four questions. The profile was given to two hundred teachers and administrators in one central Illinois school district. Of the 200 surveys administered, 157 were returned.
The results of these surveys indicate that the teachers in this district report more professional growth as a result of their most recent evaluation than the national average. The results of this research indicates that when certain variables are present in a district, teacher growth can result.
The variables found to be important in producing teacher growth include trust, a clearly defined and shared purpose for teacher evaluation, and strong leadership from the central office. This research project examines the results of an on-going process of evaluation which has as its purpose the professional growth of teachers. The findings of this research indicates that in this district the two functions of evaluation can be met in one system.
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