Teacher and administration perceptions of California teacher evaluation process.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to ascertain the perceptions of both teachers and administrators on the effectiveness of the evaluation process and the impact, if any, this evaluation process had on teacher's instructional practice in the classroom. This study was a case study of an elementary school which conceptual boundaries were within the definition of a high performing urban school. This setting was described as a school located in an urban school district, which had exceeded its Annual Performance Indicators (API) growth target for a minim of three consecutive years and whose similar school ranking was a 7, or above. As well, this case study was identified at scoring one to two levels above the average state norm on the California Academic Performance Index (API) two or more years in a row. This study was to answer four research questions which included both teachers and administrator's perceptions on whether they felt the evaluation process was an effective tool in impacting teacher practice, what other site tools exist to help improve teacher practice, and what are their perceptions about the processes/practices and its impact on teacher practices. Various tools of evaluation were included.
This research used a triangulation approach which consisted of collecting data from surveys, interview questionnaires, observations, and communication from the district and school site that revealed those factors that might impact the teacher evaluation process and teacher practice in the classroom. This research case study concluded that teachers and administrators perceived that the teacher evaluation process in place at this school site had little or no influence on improved teacher practice within the classroom.