Dissertation/Thesis Abstract

Noncore Secondary Teachers' Lived Experience ofTKES Evaluative Feedback
by Griffith, Dana L., Ed.D., Piedmont College, 2017, 230; 10746749
Abstract (Summary)

The purpose of this study was to explore the noncore secondary teachers' lived experience with Georgia's Teacher Keys Effectiveness System (TKES) evaluative feedback. This descriptive phenomenological study examined Georgia's noncore teachers' use of evaluative feedback from TKES to inform and impact classroom effectiveness. The essence of the experience of receiving evaluative feedback is revealed through in depth interviews with 30 noncore secondary teachers from three districts in Georgia.

The findings in this study suggest that TKES evaluative feedback has the potential to support a positive change in the noncore classroom provided appropriate time and resources are dedicated to implementing the evaluative process with fidelity. Traits of effective feedback that resonate throughout the literature review and study findings are the need for feedback to be specific, timely, ongoing, and linked to professional development. The need in the noncore classroom for teachers to receive content-specific feedback was uncovered. Additionally, the need to build additional time and resources into the school year to ensure evaluative feedback has the potential to accomplish the goal of teacher growth and become a positive part of the teaching profession was uncovered. The findings of this study allow an opportunity for the voice of the noncore teachers' experience with TKES evaluative feedback to be heard, generating a pathway to improved feedback and growth in their classroom.

Indexing (document details)
Advisor: Rambo, Lynn
Commitee: McCullum, Pat, Moody, Mike
School: Piedmont College
Department: Education
School Location: United States -- Georgia
Source: DAI-A 79/08(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational evaluation, Education Policy
Keywords: Evaluative feedback, Noncore, Teacher evaluation, Teacher keys effectiveness system
Publication Number: 10746749
ISBN: 9780355764697
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