Dissertation/Thesis Abstract

Teachers' perceptions of the impact of the McREL Teacher evaluation System on professional growth
by Bonavitacola, Alexis C., Ph.D., Capella University, 2014, 136; 3623266
Abstract (Summary)

The purpose of this qualitative study was to investigate teachers' perceptions about the impact of the McREL Teacher Evaluation System on their professional growth. The sample comprised 15 teachers of students in Kindergarten to Grade 4 in a suburban New Jersey school district who participated in Year 1 implementation of a new standards-based teacher evaluation model. Participants were asked to explore the professional teaching standards in the McREL Teacher Evaluation System. The conceptual framework included adult learning, critical thinking, and reflective practice. The themes that emerged defined a new teacher-driven interpretation of leadership and a collective responsibility to a shared vision of student learning. The study highlighted the expectations of meeting the learning needs of a more diverse population of students; applying content knowledge, specifically the Common Core State Standards; facilitating learning through various instructional strategies and modalities that cultivated critical thinking with colleagues and contemporary students; and engaging in reflection of teacher practice as a significant catalyst for growth. The study also emphasized the need for strategic systems of strong organizational support as essential to a successful implementation process.

Indexing (document details)
Advisor: Guerrazzi, Elaine
Commitee: Hanfelt, Pamela, Moss, Janet
School: Capella University
Department: School of Education
School Location: United States -- Minnesota
Source: DAI-A 75/09(E), Dissertation Abstracts International
Subjects: Educational evaluation, Early childhood education, Elementary education, Curriculum development
Keywords: Educational reform, Mcrel teacher evaluation system, Standards-based teacher evaluation, Student achievement, Teacher accountability, Teacher evaluation
Publication Number: 3623266
ISBN: 978-1-303-95628-7
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy