Evaluating teacher effectiveness as evidenced by the Professional Development and Appraisal System and the Texas Assessment of Knowledge and Skills

The purpose of this study was to determine if a statistical relationship existed between the scores received by teachers on the Professional Development and Appraisal System (PDAS) in Domains I--VIII and student achievement as measured by the reading portion of the Texas Assessment of Knowledge and Skills (TAKS). Although there was currently much research as to what constituted teacher effectiveness and how to measure student achievement, research was lacking that tried to determine the relationship between the PDAS and TAKS. Historical data was collected from one rural 3A school district and included historical individual teacher scores on the PDAS in domains I--VIII and student achievement reading scores on TAKS. Data retrieved covered the 2002--2003 and 2003--2004 school years. Computer software, Statistical Package for the Social Sciences (SPSS) Standard Version 10.0.1 (2001), was used to calculate relationships between predictor and criterion variables.; The research design used was multiple regression with one set of predictors. The predictor variables were scores received by teachers in Domains I--IV of the PDAS, and scores received by teachers in Domains V--III of the PDAS. The criterion variable was grade level student achievement reading scores on TAKS.; Findings of the research revealed there was no significant relationships in scores received by teachers on the PDAS in relation to student TAKS achievement in Domain I (Active, Successful Student Participation in the Learning Process); Domain II (Learner Centered Instruction); Domain IV (Management of Student Discipline, Instructional Strategies, Time, and Materials); Domain V (Professional Communication); Domain VI (Professional Development); and Domain VII (Compliance with Policies, Operating Procedures and Requirements). Statistically significant relationships were found for Domain III (Evaluation and Feedback on Student Progress) and Domain VIII (Improvement of Academic Performance). The results indicate that PDAS may not be an accurate reflection of teacher performance in improving student achievement.