<p> This dissertation is a mixed-method study that includes research on how school administrators perceive the effectiveness of their district walk-through instrument and their walk-through process as they pertain to helping teachers improve in instruction and prepare for their formal observations. The Louisiana Department of Education's desire for an increase in student achievement and classroom instruction led to the phasing in of the Common Core State Standards and Louisiana's Comprehensive Performance Management System (Compass) in the 2012-13 school year. Louisiana, just like Tennessee, Texas, Florida, and other states, chose to use a value-added assessment system to evaluate teachers and measure student progress. Louisiana's Compass, a value-added model, is developed to use student achievement data to make decisions about student learning, school status, and teacher effectiveness. In order for teachers to meet the expectations of Compass, they need immediate support from school leadership. One support strategy to get teachers prepared for their Compass Evaluations is for principals to frequently conduct walk-through observations. “According to the Center of Comprehensive School Reform and Improvement, a classroom walk-through is defined as a brief, structured, non-evaluative classroom observation by a principal that is followed by a conversation between the principal and the teacher about what was observed” (Moersch, 2013, p. 3). Value-Added Measure (VAM) is accompanied by great accolades as well as harsh criticism. Whether researchers are in favor or against VAM, 234 stronger accountability is here to stay, and school administrators must help teachers to be successful in the classroom, thus be successful on their evaluations.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:13427119 |
| Date | 12 April 2019 |
| Creators | Moore, Louis Lamar |
| Publisher | University of Louisiana at Lafayette |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
Page generated in 0.0108 seconds