Dissertation
A mixed methods approach: reaching a common understanding of the rating of teacher effectiveness and its perceived impact on student learning among New Jersey high school teachers and administrators using the Stronge Teacher Effectiveness Performance Evaluation System
Doctor of Education (Ed.D.), Drexel University
May 2017
DOI:
https://doi.org/10.17918/etd-7384
Abstract
The goal of this mixed method sequential study was to investigate the extent of the shared understanding between teachers and administrators in one suburban New Jersey high school of the behaviors and qualities of teachers rated as highly effective under the six standards of the Stronge Teacher Effectiveness Performance Evaluation System. This study also explored whether a relationship existed between effectiveness ratings for Teacher Practice and Student Growth scores. After briefly summarizing the history of teacher supervision, the literature review examined the four major New Jersey teacher evaluation systems and the use of value-added models in determining teacher effectiveness. In the quantitative correlational phase of this study, teachers and administrators completed a web-based survey rating the effectiveness of teachers in written scenarios and a classroom observation video against the six Stronge performance standards. Teacher Practice and Student Growth scores were also extracted from the district's evaluation database. In the qualitative phase, a purposeful sample of teachers and administrators were interviewed using a semi-structured questionnaire concerning their perceptions of the behaviors and practices of highly effective teachers. Triangulation was established through the integration of the results from the thematic analysis of the coded interview transcripts and the statistical analysis of the survey and the teacher evaluation score data. This study provided an opportunity for teachers and administrators to observe and rate the effectiveness of the same teacher using the same evaluation framework. Differences were found between teachers and administrators in their perceptions of the practices of effective teachers. The most significant disparities among teachers and administrators themselves were evident in the standards for Assessment of/for Learning and Professionalism. Analysis of the evaluation database scores suggested a minimal relationship existed between Teacher Practice and Student Growth. Recommendations were presented for teachers, administrators, researchers and other policy makers regarding the use of value-added student growth measures to determine teacher effectiveness. Suggestions were made for developing a shared understanding of the qualities of "highly effective" teachers. Proposals for further research were offered to replicate and expand the findings of this study.
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Details
- Title
- A mixed methods approach
- Creators
- Ronald J. Maniglia - DU
- Contributors
- Mary Jo Grdina (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xi, 189 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 7384; 991014632559204721