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Use of teacher evaluation for improving instruction

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TitleInfo
Title
Use of teacher evaluation for improving instruction
SubTitle
a mixed methods investigation in high-poverty New Jersey charter high schools
Name (type = personal)
NamePart (type = family)
Mathews
NamePart (type = given)
Christian
NamePart (type = date)
1986-
DisplayForm
Christian Mathews
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
O'Donnell
NamePart (type = given)
Angela
DisplayForm
Angela O'Donnell
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Gitomer
NamePart (type = given)
Drew
DisplayForm
Drew Gitomer
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Reddy
NamePart (type = given)
Linda
DisplayForm
Linda Reddy
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2017
DateOther (qualifier = exact); (type = degree)
2017-10
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2017
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
In the state of New Jersey and nationally, teacher evaluation is a current focus of education reform efforts (Hallinger et al., 2014; Schulman, 2014). A well-executed teacher evaluation system produces data regarding educator effectiveness. It is the intention of the 2012 AchieveNJ teacher evaluation reform law that teacher evaluation data be used to make human capital management decisions, including those associated with the instructional improvement of teachers (NJ DOE, 2014). These teacher evaluation systems (TES) are intended to increase student achievement by improving the quality of teacher practice (Schulman, 2014). Although this fact is established in the literature, it is seen that educators report individual, small group, and school-level instructional improvement programs that are disconnected from their practice and TES data usage (Danielson, 2011; Garret et. al, 2001; Hallinger et. al., 2014; Schulman, 2014; Wilson & Berne, 1999). Using a mixed methods design this investigation seeks to examine how teacher evaluation data in a school reform grant (School System Improvement Project (SSIP); PIs Reddy, Kettler & Kurz) funded by the US Department of Education - Teacher Incentive Fund Program awarded to Rutgers University) is utilized for instructional improvement. School partners in the project include 14 high needs charter schools across the state of New Jersey. The sample included 155 teacher survey respondents, 16 semi-structured teacher interviews, and 11 semi-structured administrator interviews. The Rutgers School Systems Improvement Project (SSIP) is a focused on enhancing Human Capital Management Systems and Teacher Evaluation Systems to improve principal and teacher effectiveness to maximize student growth and achievement. There were two aims of this mixed methods study. The first aim was to examine school administrators’ use (nonuse) of teacher evaluation data to inform instructional improvement in educators. The second aim of the study was to examine teachers’ experiences with school administrators’ use of teacher evaluation data to support instructional improvement. These aims were addressed via qualitative semi-structured interviews of school administrators, semi-structured focus group interviews of teachers, and quantitative analysis of survey data exploring teacher attitudes, beliefs, and experiences regarding teacher evaluation.. In addressing the aims of the study, four assertions emerged as supported by both the qualitative and quantitative data results: • Administrators and teachers report data is used to inform collaborative and specific feedback most frequently. • Teachers and administrators report TES data is most used individual instructional improvement, specifically informing Professional Development Plans and future development goals. • Teachers and administrators report Teacher Evaluation Systems data is sometimes used to inform group and whole school level improvement, but barriers interfere with its use. • The barriers of time, knowledge, and training of both administrators and teachers are interfering with data use for instructional improvement. The results of this investigation inform the Rutgers School Systems Improvement Project in current and future support of partner schools in the implementation of teacher evaluation and instructional improvement programs. Recommendations to address these assertions within the problem of practice include improving administrator training, improving administrator onboarding programs, enhanced support surrounding data based decision making, and future study to confirm findings and establish clear generalizability to the broader field.
Subject (authority = RUETD)
Topic
Teacher Leadership
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_8322
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (v, 108 p. : ill.)
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = ETD-LCSH)
Topic
Charter schools--New Jersey
Subject (authority = ETD-LCSH)
Topic
Teachers--Rating of
Note (type = statement of responsibility)
by Christian Matthews
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3N87DT4
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Mathews
GivenName
Christian
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2017-09-02 13:44:52
AssociatedEntity
Name
Christian Mathews
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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2017-10-08T11:21:48
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