| The purpose of this study was to describe the perceptions of teachers, teacher-leaders, and administrators to determine how classroom teachers should be assessed for proficiency during their evaluative process. In the 2012--2013 school year, the Louisiana Department of Education implemented a new statewide teacher evaluation system, called Clear Overall Measure of Performance to Analyze and Support Success (COMPASS). Piloted in a few schools across the state of Louisiana, COMPASS has undergone significant changes since its implementation. This evaluation system was the single evaluative tool used in this study to explore the validity of assessment factors in determining teacher proficiency and the value teacher opinions have in the development and implementation of an evaluative process. Using an explanatory, sequential, mixed methods research design in 26 school districts across the state of Louisiana, the study included a survey instrument administered to 575 participants consisting of teachers, teacher-leaders, and school and district leaders. There were three homogeneous focus groups of teachers, teacher-leaders, and school leaders for a total of 15 participants from central, north and south Louisiana. The results of the study indicated the evaluation process lacks equity in goal setting, the assigned weight of student achievement on teacher proficiency should be re-evaluated, and teacher development is not supported consistently. Implications affect policymakers, instructional leaders, and teachers. |
