| Teacher evaluation systems have recently come under fire for the perceived ineffectual practices, contractual and regulatory mandates that drive the evaluative model, and disingenuous or inflated outcomes as commentary on teacher effectiveness. At the heart of this criticism is the dissatisfaction with educators and the American education system in general. While isolated yet successful attempts have recently been implemented to change processes and procedures in the larger context of the evaluative system, little focus has been aimed at re-defining the expectations and functions of the evaluating administrator. The purpose of this action research study was to positively affect a group of public school teachers' perceptions, attitudes, and expectations by implementing intervention measures aimed at changing administration's role and function in the evaluation process, thereby making the system more meaningful to all participants and a catalyst for change and improvement. Study participants included 4 administrators (including 2 from outside the district) and 14 teachers at a rural public school district serving approximately 1,300 students. The study participants were between 25 and 67 years of age and voluntarily agreed to participate in the research study. Evaluation of data from pre- and post-intervention interviews, questionnaires, and surveys indicated an appreciable, positive effect on participants' beliefs and expectations pertaining to the evaluation system. |
