A case study investigating a teacher evaluation plan as a professional development initiativ

Purpose. The purpose of this study was to take a closer look at one school district's teacher evaluation program and examine how the evaluation plan encourages professional development for teachers in order to improve student learning. The intent was to take an in-depth approach to identifying the aspects of the evaluation process that foster professional development to improve student learning.;The purpose of this study was twofold. The first purpose was to examine the teacher evaluation plan with respect to professional development. The second purpose was in studying these professional growth phase teachers and administrators, this study increased the understanding of current teacher evaluation plans and the perceived impact it has on teachers' professional growth relevant to improve student learning.;This study examined this Connecticut teacher evaluation plan's affects on teachers' use of learning communities; teachers' engaging in data driven professional development; teachers' use of research as a form of professional development; teachers' continuous learning through reflection; teachers' view of themselves as collaborative leaders; and teachers' meeting the requirements of professional and ethical practice. These professional development behaviors were examined using a researcher-developed survey, and results were confirmed and extended by focus group interviews centered on the teacher evaluation plan to improve student learning.;The results produced the following overall findings for teacher evaluation as a professional development initiative to improve student learning: (1) professional growth phase teachers actively participate in the use of learning communities; (2) professional growth phase teachers use student data to improve student learning and drive professional development; (3) professional growth phase teachers actively participate in research based professional development to improve student learning; (4) professional growth phase teachers actively participate in continuous learning through reflection to improve student learning; (5) professional growth phase teachers participate in various forms of collaborative leadership; (6) professional growth phase teachers engage in professional and ethical practice.;The findings of this research study were used to develop conclusions and recommendations for furthering this understanding of professional growth phase teachers use of a teacher evaluation plan as a professional development initiative to improve student learning. District, policy and research recommendations were made.