Abstract/Details

Transformative teacher evaluation: Self evaluation for high performing teachers


2010 2010

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Abstract (summary)

Public schools are in crisis, as educators and legislators seek to provide high quality education to diverse students in a measurement-driven environment. The public educator’s moral imperative is to assure that all children are literate when they leave school so they can thrive in our democracy (Dewey, 1944; Freire, 1998a; Giroux & Giroux, 2004). Yet, the achievement gap persists, as poor African-American and Latino students under-perform as compared to white middle-class students (Ladson-Billings & Tate, 1995). Additionally, public school teachers are predominately middle-class and White, while they teach increasingly diverse children of poverty.

In legislation, student assessment, teacher licensure, and research-based curricula have taken center stage. Teacher evaluation is noticeably absent (Danielson, 2002; Iwanicki, 1990; No Child Left Behind Act, 2002). Teacher evaluation is static and mired in politics; it has not historically helped improve school (Peterson, 2000). Investigating teacher evaluation’s potential as an overlooked tool to improve teaching for all teachers and students in public school is urgent in this climate. As Stronge and Tucker (2003) asserted, “Without capable, highly qualified teachers in America’s classrooms, no educational reform process can possibly succeed” (p. 3).

This problem-based learning dissertation addresses a real problem in practice: how to make teacher evaluation meaningful for high-performing teachers. This study explores Wood’s (1998) call for a move from traditional to transformative evaluation. Ten high performing teachers field-tested a self-evaluation handbook. They explored study options designed to help them critically reflect on their own teaching, connect with students, reflect, and set new goals. This work shows promise to help teachers and students engage in a more democratic, caring and loving public place we call school.

This work is timely. After all, “When all is said and done, what matters most for students’ learning are the commitments and capacities of their teachers” (Darling-Hammond, 1997, p. 293).

Indexing (details)


Subject
Educational evaluation;
Educational leadership;
School administration;
Teacher evaluations
Classification
0443: Educational evaluation
0449: Educational leadership
0514: School administration
Identifier / keyword
Education; High-performing teachers; Love in education; Self-evaluation; Teacher evaluation; Transformative evaluation; Urban education
Title
Transformative teacher evaluation: Self evaluation for high performing teachers
Author
Sosanya-Tellez, Carla Ann
Number of pages
234
Publication year
2010
Degree date
2010
School code
0180
Source
DAI-A 71/06, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781124019055
Advisor
Chenoweth, Tom
Committee member
Balshem, Martha; Farahmandpur, Ramin; Peterson, Kenneth; Thieman, Gayle
University/institution
Portland State University
Department
Education
University location
United States -- Oregon
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3404707
ProQuest document ID
527837211
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/527837211/abstract
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