Dissertation/Thesis Abstract

Administrative Feedback Following Classroom Observations as Part of a Danielson-Based Teacher Evaluation System: Teacher and Administrator Perceptions
by Winslow, Rodney Albert, Ed.D., Southern Illinois University at Edwardsville, 2015, 104; 3705399
Abstract (Summary)

The purpose of this study is to explore teacher and administrator perceptions of the effectiveness of the feedback portion of the new Danielson-based teacher evaluation system in terms of improving teachers' instructional practices. This mixed methods study involved collecting qualitative data by interviewing teachers and principals in the Triad Community Unit School District #2 in Troy, IL. It also involved quantitative data by gathering teacher perceptions of the new evaluation process through the use of an online survey. The results of this study conclude: (a) the manner by which observation feedback is given from principals to teachers is perceived as different and better in the new evaluation system as compared to prior methods experienced by the teachers (b) teachers and principals perceived the Danielson evaluation process to be formative but had some concerns about the process (c) principals and teachers reference an increase in student-centered activities that involve higher order thinking (d) feedback involved face-to-face, two-way conversations about teaching between principals and teachers (e) teachers and administrators are aware that evidence following an observation has implications for summative ratings (f) the administrative time needed to implement the new evaluation system is immense (g) principals and teachers have training concerns during the implementation of the new evaluation process. Based on the quantitative data, teachers indicated that receiving both written and face-to-face feedback following an observation propelled them to reflect on their teaching. In general, the results also point to teachers favoring face-to-face feedback as compared to the written feedback from principals following an observation. Implications of this research demonstrate the interaction of principals with teachers following an observation is critical for teachers to find value with the feedback they receive.

Indexing (document details)
Advisor: Puchner, Laurel
Commitee: Buckley, Phillip, Reeves, Allison
School: Southern Illinois University at Edwardsville
Department: Educational Leadership
School Location: United States -- Illinois
Source: DAI-A 76/10(E), Dissertation Abstracts International
Subjects: Educational evaluation, Educational leadership, School administration
Keywords: Administrative feedback, Danielson, charlotte, Observation feedback practices, Self reflection, Teacher evaluation, Teacher quality
Publication Number: 3705399
ISBN: 978-1-321-78337-7
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