Date of Award
Fall 1-22-2022
Degree Type
Dissertation
Degree Name
EdD Education Leadership, Management and Policy
Department
Education Leadership, Management and Policy
Advisor
Michael Kuchar, Ph.D.
Committee Member
Christopher Tienken, Ed.D.
Committee Member
Sharon Amato, Ed.D.
Keywords
teacher evaluation, evaluation system, alternative evaluation, professional development, teacher perception, zone of proximal development
Abstract
The body of research shows the importance of teacher effectiveness on student achievement. To ensure teacher effectiveness, states have enacted legislation that governs the processes for teacher evaluation. However, these systems have not proven to be as effective as once anticipated. One of the flaws pertains to the evaluation system’s inability to differentiate feedback based on teacher ability. For this reason, the New Jersey Department of Education has provided school districts the option to use an alternative evaluation model, The Reflective Practice Protocol. This option is available to teachers who have been rated as highly effective. The purpose of this study was to explore teachers’ perceptions of this model as a means to gain further perspective as to how they view its role in their growth and learning. A qualitative study was conducted, which included one-on-one interviews with 10 teachers in a suburban K–8 district. The theoretical framework used to guide this study was zone of proximal development and reflection theory. This study shares the findings of these interviews, which indicate that teachers perceive the Reflective Practice Protocol positively and have suggestions for further enhancing the model.
Recommended Citation
Chase, Karen A., "Teachers’ Perceptions of an Alternative Evaluation Model" (2022). Seton Hall University Dissertations and Theses (ETDs). 2995.
https://scholarship.shu.edu/dissertations/2995
