| The purpose of this study was to investigate, analyze, and describe how the use of teacher evaluation processes and tools have impacted the way in which California schools improve teacher practice and, ultimately, student performance. The study explored and assessed teachers' beliefs and perceptions of the teacher evaluation process to ascertain its usefulness from a teacher's perspective. Ultimately, the purpose of this study was to examine whether teacher evaluation was a useful tool to reform teacher practice and, if not, what elements could be changed to facilitate usefulness of the evaluation process.; The study described how one well-performing elementary school utilized the teacher evaluation process to improve the teacher practices, which allowed for higher academic achievement by its students. The key design elements, the extent to which the design was implemented, and the adequacy of design were of major importance and the main focus of the study. Teacher evaluation data and school site student performance data were collected via document reviews, questionnaires, and interviews. Board policies, collective bargaining agreements, and teacher evaluation tools were examined, and completed questionnaires from 37 teachers (84%) in the school were analyzed. One-on-one interviews were conducted with 6 classroom teachers, 1 principal, and 2 district administrators.; Analysis of the questionnaire results and interview responses indicated that the school was fully and effectively implementing the district's intended policy design. Further indications were that, with continued focus and support, the district's teacher evaluation policy will be effective in improving teacher practice. The results of this study provide a road map for any school district to improve teacher practices through the use of the teacher evaluation process. |
