The problem with which this study is concerned is the teacher evaluation system in the state of Anambra, Nigeria. The purposes of this study are (a) to provide objective information concerning the perceptions of school administrators and teachers toward the teacher evaluation system in the State of Anambra, Nigeria, (b) to determine whether agreements or differences exist between teachers' and administrators' perceptions of the teacher evaluation system, and (c) to draw conclusions and make recommendations for improvements based on the perceptions of the teachers and administrators. To accomplish these purposes, questionnaires were distributed to a random sample of 652 administrators and teachers who are currently employed in 37 randomly selected primary and secondary schools in the State of Anambra, Nigeria. Four hundred and sixty school administrators and teachers, representing 70.6 percent of the sample, returned completed usable questionnaires. Part I of the questionnaire was designed to gather relevant demographic data to determine the perceptions of the school administrators and teachers. Part II of the questionnaire contains the components of the evaluation system which were used to measure the perceptions of school administrators and teachers. Analysis of variance was used to test the data according to the independent variables. Three statistically significant differences were found among the data. (a) The primary and secondary school administrators differed significantly in their perceptions of the teacher evaluation system in the State of Anambra. This difference is ascribed to their positions which are based on their educational levels. (b) The demographic variable sex has significant effect on the perceptions of primary and secondary school teachers and administrators towards the teacher evaluation system in the State of Anambra, Nigeria. (c) The demographic variable years of professional experience appears to have a significant impact on the perceptions of the primary and secondary school teachers and administrators toward the teacher evaluation system in use in the State of Anambra, Nigeria.

In 2010, the Louisiana legislature passed Act 54, a law that requires public school teachers to undergo a performance-based accountability evaluation. COMPASS (Clear, Overall Measure of Performance to Analyze and Support Success) asks principals to evaluate teachers using a rubric with components of Charlotte Danielson’s Framework for Teaching to evaluate teacher effectiveness (Act 54). Act 1, passed in 2012, ties Louisiana public school teacher’s pay and tenure to their score on COMPASS. Principals of Louisiana are now asked to evaluate teachers in a high stakes evaluation that is linked to teacher tenure and pay. A qualitative study using narrative research design was conducted to explore how principals described their roles as high-stakes evaluators through the implementation of COMPASS. Data was collected from seven participants in the form of in-depth interviews and each was recorded and transcribed for data analysis. Restorying and story mapping were used to compose narratives that describe the roles of the participants in their implementation of COMPASS. Using the theoretical frameworks of Contingency theory and Instructional Leadership theory, two roles emerged from their narratives: Instructional Coach and High Stakes Evaluator. The information gleaned from this study can help to inform future policy about possible issues with COMPASS in implementation as well as impact future practice for evaluators from the stories of the participants.

Thesis advisor: Henry I. Braun / With teachers being largely held accountable for student learning outcomes, it is of critical importance to identify effective and ineffective teachers through the development and implementation of a successful teacher evaluation system. Addressing the call to explore indicators of teacher effectiveness and enhance the traditional methods and practices of teacher evaluation, this study extends current efforts investigating different approaches to measuring teacher effectiveness through exploration of the relationship between two indicators of teacher effectiveness: the value-added estimates based on student test performance and growth, and the quality of student learning objectives (SLO) developed by teachers. It uses data from a large school district in North Carolina, comprising student achievement outcomes in mathematics and reading across five grades and three years. Different hierarchical linear models are employed to obtain teachers' VAM estimates with regression adjustments for prior years of achievement, student background characteristics, and teacher level covariate adjusted for each set of models. Weighted Least Squares (WLS) analysis, logistic regression, and point-biserial analysis are used to examine the variations in the relationships among teachers' VAM estimates, SLO quality and SLO attainment status across years and grades. The HLM results revealed fluctuations in teachers' VAM rankings obtained at different stages of the model sequence that caused the correlations with SLO quality to vary as well. The WLS results indicated that the correlations between VAM and SLO quality also varied across years and grades. Further data analysis revealed generally weak associations between SLO quality and attainment status, as well as those between teachers' VAM estimates and whether their SLOs were achieved. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

Thesis advisor: Marilyn Cochran-Smith / This dissertation explores the many, complex changes to educational policy making in recent years. I conduct a critical policy analysis of a Massachusetts law that limits seniority-based job protections for public K-12 teachers. Garnering considerable controversy, the law was the result of private negotiations between the state's largest teachers' union and Stand for Children, a national Education Reform Advocacy Organization (ERAO). I use data from interviews with policy stakeholders, observations of public meetings and policy artifacts to explore struggles over public engagement in what unfolded as a highly undemocratic policy development process. My theoretical framework combines Stephen Ball's "policy cycle" (Ball, 1993; Bowe, Ball & Gold, 1992) with deliberative democratic theory. Aligned with Ball's work, I explore the ways that political discourses shaped struggles in various "contexts" of the policy development process. I demonstrate that policy development was a messy, non-linear process that involved complicated argumentation about teachers' unions, ERAOs, and community organizing. Informed by deliberative democratic theory, I focus on concrete efforts taken to include, or exclude, the public from the policy debate, and I highlight discourses that appeared to justify these political decisions. I argue that the case is indicative of what I am calling "neo-democratic" decision making, in which high-level interest group conflict leads to narrow forms of democratic engagement. I trace changes in each organization's political identity over the course of the conflict, and I demonstrate that identity was connected in important ways to underlying beliefs about policy making and public engagement. Fueled by interest group conflict, both Stand for Children and the Massachusetts Teachers' Association sought to promote the organizational identity that best suited their political interests. In the process, each organization pursued narrow forms of democratic engagement that clashed with their own organizational mission statements. I use findings from the case to offer suggestions for moving beyond the "neo-democratic" era and towards a system of policy making that aspires to higher democratic ideals. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Esta tese apresenta uma reflexão sobre o processo de construção de uma proposta de avaliação de professores desenvolvida em uma escola de Ensino Fundamental I localizada na Asa Norte de Brasília. Para tanto, inicialmente foi realizada uma revisão da literatura, a qual indicou como elementos importantes a serem considerados: o envolvimento dos professores no processo de elaboração da proposta; a utilização de diversos instrumentos avaliativos; a atenção com a viabilidade, confiabilidade, validade e utilidade da proposta; o estabelecimento de objetivos claros e amplamente divulgados; a utilização de critérios previamente estabelecidos; e a consideração do contexto em que os professores estão inseridos. Além dessas indicações, o trabalho de campo baseou-se nos preceitos da metodologia colaborativa, em que os diversos sujeitos da pesquisa colaboram com a sua elaboração, ao passo que a pesquisa deve colaborar com o seu desenvolvimento (no caso, profissional). Assim, o trabalho buscou contribuir não apenas com a produção do conhecimento sobre o tema, como também com o aprimoramento do trabalho desenvolvido pelos participantes da pesquisa e, ainda, com a elaboração de novas propostas de avaliação de professores no sentido de indicar caminhos que possam ser percorridos por interlocutores qualificados de diferentes escolas e redes de ensino no processo de construção e aplicação de suas próprias propostas, ainda que resultando em desenhos diferentes dos apresentados nesta tese. A experiência relatada indica que é possível e necessário disputar os rumos das políticas de avaliação de professores no Brasil de modo que elas se tornem verdadeiros instrumentos em favor do desenvolvimento desses profissionais e da melhoria da qualidade da educação. / This thesis presents a reflection on the process of designing a proposal for teacher evaluation developed at a elementary school located in Asa Norte, Brasília. To begin with, a review of the literature was made. That review indicated some important elements that should taken into consideration: the involvement of teachers in the process of designing the proposal; the use of various evaluation tools; the attention to the feasibility, reliability, validity and usefulness of the proposal; the establishment of clear and widely disseminated objectives; the use of pre-established criteria; and the context in which teachers are inserted. In addition to those indications, the fieldwork was based on the precepts of collaborative methodology, in which the various participants of the research collaborate with its preparation, which should collaborate with their development (in this case, professional). Thus, the study aimed to contribute not only to the production of scientific knowledge, but also to the improvement of the work done by the research participants and also with the development of new teacher evaluation proposals - indicating ways that can be used by different qualified personnel in schools and school systems in the process of constructing and applying their own proposals, even if resulting in different designs from those presented in this thesis. The experience hereby reported indicates that it is not only possible but necessary to contest the course taken by teacher evaluation policies in Brazil in a way that allows them to become actual instruments in favor of the development of these professionals and the improvement of the quality of education.

O objetivo dessa dissertação de mestrado é realizar uma análise sobre como o mecanismo de certificação profissional /de competências, originário de práticas gerenciais do setor produtivo, penetrou no universo educacional por meio da certificação de professores. Esse mecanismo tem sido utilizado tanto como uma forma de avaliação da qualidade do trabalho docente, constituindo-se como um mecanismo que favorece o pagamento de bônus por desempenho, quanto tem se estabelecido como uma forma de recrutamento e seleção de profissionais de diversas áreas para atuação como professores. / The objective of this masters dissertation is to analyze the professional skills certification mechanisms, originating from the management practices of the productive sector, has penetrated into the education universe by means of teachers certification. This mechanism has being used both as an effective way for the facultys quality evaluation, constituting itself as a mechanism that favors performance bonus payment, such as an way for recruitment of professionals from several areas to work as professors as well.

Esta dissertação tem como objetivo analisar teoricamente como as avaliações de professores podem auxiliar, através da expansão da base informacional,na construção de uma política educacional voltada para a melhoria da qualidade da educação dentro do framework proporcionado pela Abordagem das Capacitações de acordo com a perspectiva de Martha Nussbaum. Procura-se analisar os aspectos considerados mais relevantes da educação na literatura das capacitações e das avaliações de professores, em especial em relação ao que cada formato e metodologia avaliativa é capaz de medir. Por fim, foi propõe-se a utilização de um formato e de duas das seis metodologias de avaliação de professores analisadas a fim de aprimorar a base informacional utilizada na construção de um índice de desenvolvimento educacional. / This dissertation aims to analyze theoretically how teachers' assessments can help, through the expansion of the information base, in building a focused educational policy to improve the quality of education within the framework provided by the Capability Approach in accordance with the prospect of Martha Nussbaum. It seeks to analyze the most relevant aspects of education in the capability’s literature and teachers’ evaluations, especially in relation to what each format and evaluative methodology is able to measure. Finally, it is suggested the use of one format and two of the six analized teachers’ assessment methodologies to improve the informational base used in the construction of an educational development index.

The purpose of this study was to examine the issues that principals face in making the decision or recommendation to bring about the involuntary separation of non-tenured teachers. I was concerned with identifying the emotions, feelings, conflicts, and misgivings that principals experience during this process. Related concerns were identified. They included the issues of principals using professionally ethical ways to encourage or coach teachers to resign prior to dismissal, dealing with "lame duck" teachers between notification and the end of the school year, and writing positive letters of recommendation for teachers they have decided not to renew. These questions were addressed through questionnaires and in-depth interviews with 18 principals from the state of Tennessee who had made recommendations to involuntarily separate non-tenured teachers from their school systems. Several themes emerged from the data and the following conclusions were reached: (1) teachers were not recommended for renewal primarily as a result of concerns about discipline, inappropriate behavior, and professionalism; (2) principals were generally able to frame their decisions in context with their vision for the school; (3) directors of school systems were generally supportive of principals making personnel decisions; (4) personnel decisions frequently involved political considerations; (5) these decisions caused stress, anxiety, and emotional concerns for the principals; (6) the state model for teacher evaluation was generally considered as being inconsequential while making personnel decisions; (7) few problems were encountered from "lame duck" teachers; (8) principals frequently encouraged teachers to resign prior to taking formal action to not renew them; (9) positive or benign letters of recommendation were frequently written for teachers who were not rehired; (10) a shortage of teachers has resulted in the hiring of non-renewed teachers by other school systems.

This thesis sought to lay the foundation for an application for tracking K-12 teacher activities. Its primary contribution is a descriptive model of K-12 activities. The work's starting point, the Faculty Activities System project, is an ETSU initiative that seeks to produce a tool for university-level academic accountabilities management. It was possible to adapt the FAS project's data model for K-12 activities. The resulting model was validated by experts in the field of education and teachers and administrators across Tennessee. A second strategy for model validation, using national and state legislation and expert recommendations, determined that the model did well at capturing teachers' professional growth and contributions to the school and community, but fell short at capturing student improvement, the learning environment, teaching strategies, portfolios, and self-assessment. The data model was realized as a multi-file XML schema, which was tested for well-formedness and validity using a sample data document.

The problem related to this study was to develop a clearer understanding of the impact of Tennessee's Value-Added Assessment System (TVAAS) on school superintendents' decision-making responsibilities in view of school reform efforts at both the national and state levels during the last decade. The purpose of this study was to identify relationships between three independent variables (superintendents' years of experience, superintendents' perceived degree of personnel acceptance, and superintendents' perceived technical assistance availability for data analysis and interpretation of results) and superintendents perceptions of the system on eight aspects (student learning; teacher performance; school system success; educational accountability; educational equality; assessment decisions; personnel decisions; and, curriculum and professional development decisions). Superintendents in the 139 Tennessee school systems were surveyed using an instrument containing 51 response items. The return rate was 81% (N = 112). Six research questions were answered by analyzing 24 null hypotheses using the chi square test, with Kendall's Tau-B for determining strength of relationships. Hypotheses were tested at the.05 level of significance. All null hypotheses related to superintendents' perceived degree of school personnel acceptance were rejected, with the exception of personnel decisions. All null hypotheses related to superintendents' years of experience were retained. The null hypothesis related to superintendents' perceived TVAAS technical assistance received and educational accountability was rejected. All other null hypotheses related to superintendents' perceived technical assistance availability regarding data analysis and interpretation of value-added assessment results were retained. Results indicated the practice of participatory leadership among Tennessee superintendents. Recommendations included further research to determine possible differences between rural and urban school systems and between elected and appointed superintendents across Tennessee.