<p> Literature on teacher evaluation describes a flawed system that evokes wide-ranging attempts to “get it right”. This qualitative study is another effort that seeks to understand its legal and traditional constructs. The goal of this research is to identify growth-producing practices that will transform teacher evaluation into an organic and sustainable process that promotes professional growth. </p><p> Through the interview study design, 26 administrators and teachers shared their perceptions on growth-producing teacher evaluation practices in individualized 60-minute in-depth interviews. The findings revealed that administrators’ over adherence to rules and legal structures limits the process into mere compliance which challenges the growth-model. Teachers’ perceptions centered on feedback as a key element in improving practice, and on the effectiveness of the evaluation tool and the evaluator as pivotal elements in teachers’ professional growth. The overarching theme targeted a collaborative culture that would thrive in a Constructivist Professional Community (CPC), a conceptual framework that was envisioned at the initial stage of the study, and later confirmed to be a feasible teacher evaluation model based on the study’s findings. Linda Lambert’s Constructivist leadership theory and Wenger’s theory on Communities of Practice guided the formulation of the CPC Model. </p><p> This study proposes a transformational culture that conforms with constructivist practices.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10286687 |
| Date | 06 September 2017 |
| Creators | Manso, Phoebe Hechanova |
| Publisher | California State University, Long Beach |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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