Date of Award

Spring 5-18-2019

Degree Type

Dissertation

Degree Name

Executive Ed.D. in Education Leadership Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Barbara V. Strobert, Ed.D.

Committee Member

Anthony Colella, Ph.D.

Committee Member

Mirella I. Avalos-Louie, Ed.D.

Keywords

teacher evaluation, Charlotte Danielson, Framework for Teaching, teacher feedback, instructional leadership, teacher observation

Abstract

Teachers have consistently been proven by research as the most critical factor in the academic success of students (Baker et al., 2010, Darling-Hammond, 2000, Tucker & Stronge, 2005, Taylor & Tyler, 2012). Having a quality teacher therefore provides the best pathway to strong student achievement, and knowing how to evaluate quality teaching becomes critical to student success. A growing body of models for evaluating teachers has formed over the past two decades; and among those are new, research-based models. Principals are key to the success or failure of the new approaches to teacher evaluation because they are in the position to use the evaluation models for formative and summative purposes.

This study sought to understand how principals used The Danielson Framework for Teaching to become more effective instructional leaders of their schools in light of the recent implementation of the Framework and other responsibilities of a principal.

The results of this study speak to the importance of the proper training of evaluators (principals), the development of school-based cultures of growth and trust, and allocation of financial resources to accomplish on-going training of evaluators and instructional improvement.

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