This qualitative study explored the implementation of Washington State’s Teacher Principal Evaluation Program in one school district. Previously determined locally, the new evaluation system was a state mandated reform implemented during the 2013–2014 school year. This research was guided by four research questions based on the theoretical framework communities of practice. The research questions examined participants’ description of the practice of the new evaluation, opportunities for mutual engagement, boundary objects, and brokers.
Using case study methodology, the four cases were consisted of two middle school and two high school teachers in The Westish School District*. Using Wenger’s Communities of Practice as the theoretical framework, the study focused on how teachers described opportunities for mutual engagement, brokers, and boundary objects. The study included qualitative data from in-depth interviews, surveys, and documents.
Data analysis supported five themes: 1) Occupational intensification; 2) Validity and authenticity concerns; 3) Protection of self; 4) Inadequate boundary objects; and 5) Insufficient feedback from brokers. The findings from the research show participants entered into the new evaluation system with a positive outlook, yet describe negative experiences completing the evaluation. The study illustrates the importance of teacher and administrator collaboration and sheds light on how teachers mediate their effectiveness through administrator feedback. Findings and implications provide insight into how using best practices in teaching as a guide can be used to effectively implement education reforms that necessitate teacher action to be effective.
*all identifiers have been replaced with pseudonyms
|Commitee:||Kruse, Sharon, Puzio, Kelly|
|School:||Washington State University|
|School Location:||United States -- Washington|
|Source:||DAI-A 77/11(E), Dissertation Abstracts International|
|Subjects:||Education Policy, Education|
|Keywords:||Communities of practice, Principal feedback, TPEP, Teacher evaluation|
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