Abstract/Details

A case study of tenured teachers' experiences with a new evaluation plan in an urban school district


2005 2005

Other formats: Order a copy

Abstract (summary)

The purpose of this study was to investigate the transition of experienced teachers to a new teacher evaluation plan. The subjects in this study were nine public school teachers---three at elementary, three at middle school and three at high school---selected through purposeful sampling.

The study asked: (a) What impact did a new evaluation process have on the beliefs of experienced teachers? (b) How did experienced teachers react in response to a district's new teacher evaluation plan? and (c) How did experienced teachers participate in the process? Following constant comparison protocol, the data from all three interviews were combined for final data analysis. Using grounded theory, this qualitative case study employed an embedded single-case design in one urban school district, and utilized interviews, observations, administrative feedback, written teacher reflection and collected artifacts. The researcher served as an observer and also designed and directed this study.

As the data was reviewed and analyzed, several themes emerged: Teacher participants indicated that they found the domain design of the new evaluation plan to be representative of the fabric of teaching. Their self-reflection resulted in improved performance. Surprisingly, when changes in the classroom were implemented, those changes were exclusively the result of teacher reflection and not the outgrowth of conversation with administration. Teachers were critical of the evaluation's increased paperwork and their administrators' implementation of the new evaluation program. Regarding the latter, teachers voiced reservations about administrators' lack of knowledge about district content standards, their preoccupation with paperwork over process, their inability to give articulated feedback about teaching and the timing of their classroom observations.

Indexing (details)


Subject
School administration;
Curricula;
Teaching
Classification
0514: School administration
0727: Curricula
0727: Teaching
Identifier / keyword
Education, School district, Teacher evaluation, Tenured, Urban education
Title
A case study of tenured teachers' experiences with a new evaluation plan in an urban school district
Author
Brock, Stephen L.
Number of pages
164
Publication year
2005
Degree date
2005
School code
0138
Source
DAI-A 66/12, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542464126, 0542464128
Advisor
Uerling, Donald
University/institution
The University of Nebraska - Lincoln
University location
United States -- Nebraska
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3199691
ProQuest document ID
305454481
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305454481
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.