Thesis
Washington State elementary teachers' perspectives on the new teacher evaluation system
Washington State University
Master of Arts (MA), Washington State University
2013
Handle:
https://hdl.handle.net/2376/101959
Abstract
The definition of teacher effectiveness in teacher evaluation systems is unclear. Disagreement exists between policy makers, researchers, and teachers in terms of how effectiveness is defined both operationally and theoretically. There is uncertainty as to if effectiveness is unidimensional (i.e., student achievement) or multidimensional (e.g., lesson plans, teacher certifications, and student achievement). Teacher perspectives may be beneficial to understand the intricacies involved with evaluating teaching effectiveness and its relation to student learning. The state of Washington has designed a new system to evaluate teacher performance in the classroom. The purposes of this study are to examine the level of agreement teachers in the state of Washington have for the evaluation criteria, examine teacher efficacy for these criteria, and to examine how teachers with various experiences with the evaluation system differ on agreement to and efficacy for those criteria. This information will inform theory and practice related to the Washington State frameworks used to capture overall teacher effectiveness. Moreover, results may inform practice and the implementation of the evaluation system.
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Details
- Title
- Washington State elementary teachers' perspectives on the new teacher evaluation system
- Creators
- Jessica Lynn Beaver
- Contributors
- Brian F. French (Degree Supervisor)
- Awarding Institution
- Washington State University
- Academic Unit
- Education, College of
- Theses and Dissertations
- Master of Arts (MA), Washington State University
- Publisher
- Washington State University; [Pullman, Washington] :
- Identifiers
- 99900525143601842
- Language
- English
- Resource Type
- Thesis