Based on previous studies and the author's observations pre-service teachers do not typically consider teaching in underserved areas as their preferred option (Aragon et al., 2014). My goal for this study was to provide PSTs with a different perspective on teaching in urban areas by developing a compendium of evidenced-based practices based on the five major patterns found in effective teaching in underserved elementary schools. A qualitative content analysis of research on teacher effectiveness in underserved, underfunded, and under-resourced elementary schools allowed me to gather data from previous studies to identify evidenced-based best practices for this particular setting. Based on the review of literature, I found the following five major patterns when discussing teacher effectiveness in underserved, underfunded, and under-resourced elementary schools: Student-Teacher Relationships, Safe and Supportive, Learning Environment, Real-world Connections, Collaborative Learning, and Differentiation. Pre-service teachers considering working in an urban environment and veteran teachers can benefit from learning about these five commonalities found in effective instruction when serving underserved populations. A comprehensive website was created to provide educators with a resource that concisely explains evidence-based practices in the urban education setting.

The purpose of this study was to investigate teacher perceptions of their empowerment. Six school systems in the Northeast Tennessee region were used in the study. Of the 600 teachers who were surveyed, 312 responded (52%). The Psychological Empowerment Instrument was used to survey the sample. Research supported the notion that teacher empowerment could be influenced by organizational structure, relationships, communication, conflict resolution, emotional intelligence, motivation, job satisfaction, and transformational leadership. Teacher empowerment also involved servant leadership. One research question guided the study. From this question, 12 null hypotheses were generated. Means were compared for the 4 dimensions of the PEI (Meaning, Competence, Impact and Self-Determination). The grouping variables were years of experience, gender, and level of education. ANOVAs and independent samples t tests were computed to evaluate the data. The results of ANOVA and Independent Samples t tests were that there were significant differences in the 4 dimensions with teacher years of experience but not with gender or level of education. Findings suggested that seasoned teachers often showed a higher level of empowerment than beginning teachers. The findings also suggested that gender and level of education did little to influence teacher empowerment in their schools. From the results of the study, conclusions and recommendations for future research were formulated. It was suggested that teachers be involved in a mentoring program. It was also suggested that administrators determine teacher empowerment through faculty assessments and follow up with professional development to ensure the continued empowerment of their staff.

The purpose of this quantitative study was to compare measures of teacher effectiveness between two different Tennessee teacher evaluation models. The two teacher evaluation models compared were the Tennessee Educator Acceleration Model (TEAM) and the Teacher Instructional Growth for Effectiveness and Results Model (TIGER). The measures of teacher effectiveness used were final observation scores and individual value-added growth (TVAAS) scores. The relationship between observation scores and growth scores were also compared for the two different evaluation models. There were four guiding research questions and corresponding null hypotheses. Data were provided from participating school systems. The sample for this study included 230 TIGER teachers from 3 TIGER districts and 2,389 TEAM teachers from 9 TEAM districts. Independent samples t-tests and Pearson correlations were computed to investigate the research questions. All data were analyzed using a 0.05 significance level. Findings from the data indicate that teachers who were evaluated using the TIGER model had statistically higher TVAAS scores and final observation scores when compared with TEAM teachers. Results also indicated a significant positive relationship between observation scores and TVAAS scores for both TEAM and TIGER teachers. Findings indicate a stronger relationship for the TIGER teachers than for the TEAM teachers.

The purpose of this quantitative study was to determine the perceptions of Pre K through 8th grade Tennessee teachers about the impact of Tennessee Educator Acceleration Model (TEAM) evaluations on classroom instructional strategies, teacher planning, professional development and teacher effectiveness. Participants in this study were PK-8 public school teachers from 2 districts in Northeast Tennessee who had been evaluated using the Tennessee Educator Acceleration Model (TEAM). Specifically this research was guided by 8 research questions on perceived changes in instructional strategies utilized by teachers, the perceived changes in teacher planning practices and lesson preparation, the perceived changes in professional development activities attended by the teacher and the perceived impact of teacher evaluation and feedback on teacher effectiveness. A survey instrument was used to collect data. The survey instrument consisted of 20 statements that asked the respondents to indicate their degree of agreement on a 6-point Likert scale. Quantitative data were analyzed with a series of one way ANOVA tests. Results indicated there was no significant difference in the instructional strategies or teacher planning dimensions of the TEAM Teacher Survey in relationship to years of experience or degree level. Respondents’ perceptions of teacher effectiveness were not significant in relation to degree level, but they were significant in relation to years of experience. The professional development dimension of the TEAM Teacher Survey was not significant in relation to degree level but was significant in relation to years of experience.

Thesis (MPA.) -- University of Limpopo, 2009 / The mini-dissertation takes off by studying the phenomenon of the management of performance of human resources in the Department of Education in Limpopo Province by specifically looking at practice of educators and managers in Waterberg District and how they implement the management of performance of educators in that District. Chapter one introduced the reader to the central concerns and issues raised in the mini-dissertation. For many years the Department of Education had attempted to implement a performance management system without success and without knowing what were the factors that made such an implementation not succeed and if it succeeded in some ways why it did not succeed to the desired extend. This chapter revealed that the aim of the study was to investigate factors that inhibited the implementation of management of performance of educators and that the research aimed at making recommendations for the successful implementation of the management of performance. Chapter two was aggressive in bringing a league of distinguished scholars who brought as many angles to the phenomenon as they understood and studied it. It brought together relevant and useful literature to the topic under study. Chapter three outlined to the reader the design of the research as well as the methodology that was used to bring about the realities of the implementation of the management of performance of educators. In order to increase the reliability of the findings a number of methodologies were triangulated. Chapter four was instrumental in analyzing the data and arriving at a scientific truth about what are the factors that affected the implementation of the management of performance of educators in the Department of Education in Limpopo Province. It is remarkable to note from the analysis of this data the high percentage of educators who are in the Department and are disillusioned by the prospects of a successful implementation of the management of performance of educators. Chapter five made far reaching conclusions and recommendations about what needs to be done in order to have the management of performance of educators successfully implemented. / University of Limpopo

This study examined the relationship between the professional practices components of the School Board of Brevard County Instructional Personnel Performance Appraisal System Instrument and student achievement as measured by a teacher’s valueadded measurement score. A Pearson Product-Moment Correlation was the statistical test used to analyze the data. The population included Brevard Public School instructional personnel assigned to Grades 4-10 who taught reading and/or mathematics measured by the Florida Comprehensive Assessment Test during the 2011-2012 school year and who received teacher aggregated value-added measurement scores. Findings indicated that there was a small to moderate statistically significant, positive relationship between all eight professional practices component variables and value-added measurement scores. Correlation coefficients ranged from .089 for collaborative inquiry to .218 for quality of instruction. All of the components combined had a correlation of .231, confirming the strength of multiple evaluation measures. Recommendations were provided for future research aimed at further data analysis in Brevard Public Schools as well as other school districts in order to identify the combination of evaluation components that most accurately reflect teaching effectiveness resulting in student learning as well as to pinpoint weaknesses upon which additional training could be based and the fidelity of implementation improved.

This study was undertaken to identify specific instructional and professional differences between the most effective and least effective teachers of ninth grade students enrolled in intensive reading courses in one Florida school district. Teachers from eleven schools were invited to complete a survey that included categorical, Likert, and openended response items. Principals and assistant principals at these schools were also invited to complete a similar survey. Teacher respondents were then divided into three effectiveness groups based on the percentage of their students who met 2011-2012 FCAT performance targets established by Florida’s value-added learning growth model. Inferential statistics were used to identify specific attributes that differed among the most and least effective teachers. These attributes included years of classroom teaching experience, status of Florida Reading Endorsement, belief in collaboration with others as a source of effectiveness, valuation of classroom strategies including teaching students to self-monitor their progress and cooperative learning activities, and frequency of use of reading strategies including sustained silent reading and paired/partner student readings. School administrators and the most effective classroom teachers reported similar beliefs about valuation and frequency of use of the four aforementioned classroom strategies. Analysis of responses to open-ended response items resulted in the identification of three instructional themes—importance of building positive relationships with students, student practice, and student self-reflection—and three resource needs— increased access to technology, print resources, and professional learning

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For more than a decade, teacher accountability and teacher effectiveness as defined by student achievement have been the focus of the teacher evaluation process (Close et al., 2018; Danielson, 2007; Virginia Department of Education, [VDOE], 2011, 2015, 2021). Throughout the teacher evaluation process, principals observe teaching skills and gather instructional and assessment data to provide feedback and follow-up to teachers to improve instructional strategies that increase student achievement (VDOE, 2021). Specific and meaningful feedback can positively impact teacher confidence, reflection, and improved instructional practices (Blase and Blase, 2000). Uncertainty remains, however, in knowing precisely what feedback and follow-up motivates a teacher to adjust or change instruction for improved student learning (Hattie and Timperley, 2007; Khachatryan, 2015; Shute, 2008). The purpose of this qualitative study was to describe teacher perceptions regarding the usefulness of principal feedback and subsequent follow-up through the teacher evaluation process that resulted in implementing instructional changes in the classroom and increasing student achievement. Qualitative data were collected through one-to-one interviews conducted with eight teachers, four from each of two rural south central Virginia school districts. The data were coded using constant comparison analysis to determine common categories and themes related to principal observation feedback and teachers' perceptions of its usefulness to change instructional habits and increase student achievement. An analysis of the data collected revealed that teachers perceived principal feedback as it related to teacher evaluation to be useful when the feedback was timely, specific, and supportive; however, the usefulness did not necessarily extend to instructional changes resulting in changes in student achievement. Teachers also perceived that principal feedback addressed teacher strengths more often than teacher weaknesses. The data further revealed that teachers perceived that collaboration with colleagues was key to making changes in instructional practices that led to student achievement gains. While principal feedback is an important component of the teacher evaluation process, the data suggest that teacher collaboration also plays a vital role in a teacher's professional growth and students' success. / Doctor of Education / For more than a decade, there has been an increased focus on teacher accountability and effectiveness related to the teacher evaluation process and student achievement. School principals oversee the teacher evaluation process in the school and are responsible for providing feedback to teachers to improve instructional skills, student learning, and professional growth. This study explored teacher perceptions of principal feedback and subsequent follow-up teachers received through the evaluation process that resulted in changes to classroom instruction, leading to increases in student learning and achievement. Eight teachers, four from each of two rural south central Virginia school districts, were interviewed. The teacher interviews revealed that principal feedback through the evaluation process was useful to the teacher when the feedback was timely, specific, and supportive. The teacher interviews also revealed that principals provided feedback on teacher strengths more often than on teacher weaknesses. Additionally, teacher interviews revealed that collaboration with colleagues was beneficial to increasing teacher effectiveness in the classroom leading to student achievement gains. In order to have a greater impact on teacher effectiveness and student learning, it is vital that teachers receive high-quality feedback from principals as well as encouragement and support for teacher collaboration.