Research has shown that principals struggle with the identification and development of ineffective teachers. Therefore, the purpose of this study was to determine how principals document deficient performance in teacher evaluation records and, what methods principals use to facilitate improved teacher performance. This case study relied on document analysis to explore two things: a) what characteristics must be present in a teacher’s performance before a principal places the teacher on a performance improvement plan (PIP) and b) what techniques do principals use to facilitate improved teacher performance. Ten cases were selected for inclusion in this study. Results suggest two themes related to PIPs and teacher performance management: a) principals often place teachers on a PIP for performance deficiencies in the areas of learning environment and instructional delivery or because the teacher was involved in a critical safety incident, b) principals use a variety of self-supported and adminstration-support methods to facilitate improved teacher performance. Traditionally, teacher evaluations have had little impact on teaching and learning. This study supports the assertion that school districts should improve teacher evaluation processes in the interest of boosting student achievement.
|Commitee:||Cromartie, Michael, Raney, Taylor|
|School:||Northwest Nazarene University|
|School Location:||United States -- Idaho|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational evaluation, Education Policy|
|Keywords:||Case study, Performance improvement plans, Teacher evaluation|
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