Return to search

Teachers' perceptions of the impact of the McREL Teacher evaluation System on professional growth

<p> The purpose of this qualitative study was to investigate teachers' perceptions about the impact of the McREL Teacher Evaluation System on their professional growth. The sample comprised 15 teachers of students in Kindergarten to Grade 4 in a suburban New Jersey school district who participated in Year 1 implementation of a new standards-based teacher evaluation model. Participants were asked to explore the professional teaching standards in the McREL Teacher Evaluation System. The conceptual framework included adult learning, critical thinking, and reflective practice. The themes that emerged defined a new teacher-driven interpretation of leadership and a collective responsibility to a shared vision of student learning. The study highlighted the expectations of meeting the learning needs of a more diverse population of students; applying content knowledge, specifically the Common Core State Standards; facilitating learning through various instructional strategies and modalities that cultivated critical thinking with colleagues and contemporary students; and engaging in reflection of teacher practice as a significant catalyst for growth. The study also emphasized the need for strategic systems of strong organizational support as essential to a successful implementation process.</p>

Identiferoai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3623266
Date08 August 2014
CreatorsBonavitacola, Alexis C.
PublisherCapella University
Source SetsProQuest.com
LanguageEnglish
Detected LanguageEnglish
Typethesis

Page generated in 0.0019 seconds