| This exploratory mixed methods research study investigated the supervisory and evaluative practices in Massachusetts charter public schools and charter public school supervisors' perceptions of teacher supervision and evaluation in their respective schools.; The literature review yielded considerable information on the historical, legal, and statutory trends influencing teacher supervision and evaluation in the United States, supervisor and teacher perceptions of evaluation systems, and a history of the charter school movement. Data collection included a predominantly quantitative survey modified from Rizzo (2004) and charter public school site visit and renewal inspection reports obtained from the Massachusetts Department of Education.; Five copies of the survey were sent to the charter school leaders from 48 Massachusetts charter public schools. Leaders were asked to distribute surveys to supervisory personnel within the school, including themselves. A total of 31 anonymous surveys were returned. Survey data included demographic information as well as Likert scale and Yes/No responses on supervisors' perceptions of their current and ideal evaluation systems.; The survey data analysis included descriptive and inferential statistics, including frequencies, percentages, and paired samples t-tests. Open-ended survey questions were coded thematically. Qualitative analysis of the inspection reports involved coding of the reports for factual and evaluative findings as to the current methods of teacher supervision and evaluation in the respective schools. Coded data were organized into matrices.; The findings were discussed in conjunction with connections to the literature review and the related findings of the Rizzo (2004) study that investigated Massachusetts public, private non-religious, and religious school teacher and supervisor perceptions of teacher evaluation.; Findings from the study indicated that Massachusetts charter public schools represented in this study currently utilize most of the supervisory models and evaluative data sources as identified in the literature, including clear standards and procedures for evaluation, differentiated and developmental methods of supervision, and the clinical supervision process. In contrast, peer review was one element of teacher evaluation found in the literature but not supported by respondents' current and ideal perceptions of teacher evaluation.; Supervisors considered their current evaluation system as closely resembling their idealized version of what teacher evaluation systems should be. Paired samples t-tests revealed a significant difference (p<.05) between supervisors' current and ideal perceptions of teacher evaluation systems.; The document analysis revealed that charter public schools utilize classroom observation as the most commonly reported data source for supervision and evaluation. In addition, several schools have adopted unique performance standards, established positions for staff to provide support to classroom teachers for additional supervision, and implemented the practice of annual performance goals for teachers.; The study concluded with author recommendations for further research and policy changes. |
