Teacher observation remains one of the primary data collection methods for analyzing teaching behaviors. States use various evaluation instruments and current trends across the United States show that more states are working to tie teacher evaluation to student performance. The purpose of this study was to determine to what extent there was interrater reliability among elementary principals in a large, urban district using the North Carolina Teacher Evaluation Process to rate classroom teachers. Four randomly selected teachers were videotaped while teaching a lesson of their choice. Thirty-nine randomly selected elementary principals rated each teacher and answered eight questions on a survey regarding their ratings. Levels of agreement among raters were calculated using Randolph’s kappa coefficient. Recommendations were presented for increasing reliability among principals to create a more equitable evaluation process for all teachers.
|Commitee:||Clark, Ann B., Tomberlin, Tom, Wimberley, Lloyd|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 74/04(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration|
|Keywords:||Elementary principals, Evaluation models, Interrater reliability, North Carolina Teacher Evaluation Process, Reliability, Teacher evaluation|
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