Date on Master's Thesis/Doctoral Dissertation

5-2023

Document Type

Doctoral Dissertation

Degree Name

Ed. D.

Department

Educational Leadership, Evaluation and Organizational Development

Degree Program

Educational Leadership and Organizational Development, EDD

Committee Chair

Ingle, W. Kyle

Committee Co-Chair (if applicable)

Brydon-Miller, Mary

Committee Member

Brydon-Miller, Mary

Committee Member

Yarbrough, Rachel

Committee Member

Forrest, Ashley

Author's Keywords

arts; teaching; evaluation; principal; non-tested; tested

Abstract

The teacher evaluation process seeks to help teachers grow and thrive, and as a result, affect student achievement. Administrators evaluate teachers from different subjects, grade levels, and experience levels. This qualitative study examined the perception of feedback given through the cooperating school district’s evaluation system from both the teacher and the principal viewpoint in order to explore their perceptions of the quality and quantity of feedback given during the evaluation process. Participants were arts teachers, tested subject teachers, and their evaluating administrators from a suburban school district in Kentucky. The analysis revealed that generic evaluations do not differentiate for teachers in separate subjects, grade levels, or experience levels, and this lack of differentiation does not contribute to the overall effectiveness of teacher growth. These findings suggest administrator training and district and state policy revisions to address this could improve the experience of the evaluation system for all teachers.

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