In 2009, a PK-12 public school district board of education approved a teacher evaluation tool developed by a volunteer team of teachers and administrators. The Learning Based Teacher Evaluation (LBTE) was constructed with six broad standards and fifteen specific criteria. The standards and criteria were assumed important to professional practice, but developers and administrators wanted that assumption confirmed. The purpose of this study was to confirm the assumed importance, based in a priori knowledge.
This study investigated Certificated District Employee (CDE) perceptions regarding District developed Learning Based Teacher Evaluation (LBTE) standards and criteria importance. The Teacher Values Survey (TVS) was researcher designed to collect perception data from a population of 397 potential respondents. The study used SurveyMonkey program to deliver the TVS electronically to potential participants, with 87 responding.
The study was considered a case study, as it involved collecting perception data for program evaluation within only one school district. The study was of non-experimental survey design. Psychometric methodologies were utilized to confirm the validity and reliability of the TVS. Data analysis was performed to report perceived importance of each LBTE standard and criteria as a whole and by demographic breakdown. Significant differences in perceived importance by demographic subgroups were explored. Study results were forwarded to district personnel as one component of program evaluation.
|School:||University of Missouri - Columbia|
|Department:||Educational Leadership and Policy Analysis|
|School Location:||United States -- Missouri|
|Source:||DAI-A 73/10(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Educational leadership, School administration|
|Keywords:||Teacher Values Survey, Teacher evaluation, Teacher perception survey, Teaching standards criteria, Values|
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