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This dissertation examines the impact of the Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act on teacher tenure revocation in New Jersey. Employing a qualitative content analysis approach, the study analyzes 270 arbitration decisions from 2012 to 2023 to identify the specific legislative provisions that most frequently led to tenure loss. The research reveals that conduct unbecoming is the most prevalent charge resulting in tenure revocation, followed by inefficiency. Despite the Act's intentions, removing ineffective teachers remains challenging due to legal complexities, procedural requirements, and the infrequency of revocations. Notably, student growth measures, a key component of the legislation, had minimal direct impact on tenure loss decisions. The study finds that while TEACHNJ has streamlined some aspects of the tenure charge process, its overall impact on improving student achievement through teacher accountability needs to be realized. This dissertation provides insights into the implementation of TEACHNJ, highlighting the tension between rules-based and standards-based approaches in tenure decisions. It also compares New Jersey's experience with national trends in teacher evaluation reforms. The findings contribute to a better understanding of the challenges of education policy implementation and its implications for teacher accountability and student outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research study focused on the theories that support and underpin the Nine Characteristics of High-Performing Schools. Much of the data presented about high-performing schools lack data about schools that are nontraditional; the nontraditional school, otherwise known as an alternative school or alternative learning placement, supports students who fail to thrive in the traditional school setting. The study employed a sequential explanatory mixed methods design. This design utilized an initial quantitative phase of data collection and analysis, followed by a qualitative phase of data collection and analysis. The purpose of the qualitative phase was to gain further insight regarding the data collected during the quantitative phase and focused on comprehending outliers that were not fully congruent with the collected data. The Nine Characteristics of High-Performing Schools, the Self-Determination Theory, and Kohlberg's Theory of Motivation were the foundation of the conceptual framework. The findings of this study indicated that all nine characteristics were present, although Characteristic 7, Focused Professional Development; Characteristic 8, A Supportive Learning Environment; and Characteristic 9, High Levels of Family and Community Involvement was not as strongly supported by participant responses. Further, findings indicated that professional learning and parent involvement were not as strongly represented and therefore may have an impact on SEL at this school. Additionally, the findings of the research determined that the success of the alternative school depends on the quality of the school leadership, the support and training of the teachers, and the dedication to the goals and vision crafted by the school stakeholders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation explores the challenges faced by contingent faculty in an online legal studies program in navigating evaluation systems and seeking evaluative equity. The study delves into the experiences of contingent faculty members who lack formal training in education and primarily rely on student evaluations for feedback. The data for this project was collected through questionnaires, with data processing through the lens of a qualitative case-study. The study includes emphasis on andragogy, constructivism, and connectivism. The research highlights the need for improved preparation for evaluations, more reliable feedback mechanisms, and actionable insights to enhance teaching effectiveness. Findings reveal a gap in communication regarding the evaluation process and performance expectations for contingent faculty. Recommendations include enhancing onboarding processes, establishing a faculty handbook, increasing student feedback participation, and providing detailed administrative feedback to empower contingent faculty in their professional development. This study underscores the importance of fostering a supportive and equitable evaluation environment for contingent faculty in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this feasibility project is to implement and evaluate the effect of a trauma-informed modification on an evidence-based classroom intervention model to promote effective trauma-informed classroom management and coping skills with potential reduction of educator stress and burnout. Trauma is the most-common psychological health condition with adverse childhood experiences strongly correlated to increased risk for negative outcomes (i.e. mental and physical health problems, substance abuse and criminal justice involvement). Despite a wealth of knowledge regarding trauma impact on youth, a lack of research exists on the impact of trauma on educators. Educator stress, secondary trauma, and compassion fatigue are significantly high, due in part to trauma exposure leading to difficult student behaviors along with personal trauma responses, leading to educator burnout. This feasibility study utilized a mixed-methods, pre-posttest design to assess a pilot of a trauma-informed adaptation of the Classroom Check-up. The Trauma-Informed Classroom Check-up (TI-CCU) uses an assessment-based feedback session targeting teacher behavior through intervention to improve trauma-informed knowledge, coping, self-efficacy, to promote basic work satisfaction and a reduction of educator stress and burnout. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study, grounded in a phenomenological exploration, investigates whether current teacher evaluation methods account for subjectivism in teaching, learning, and evaluation within the context of Georgia's Teacher Keys Effectiveness System TKES. Through focus groups with instructional evaluators IEs, the study reveals the significant impact of evaluator subjectivity on teacher evaluations, highlighting how personal biases can influence teacher performance assessments. By applying theories such as Weber's subjectivism (1949), Kolb's Experiential Learning Theory (1984), and Vygotsky's Sociocultural Learning Theory (1978), the study uncovers a critical need for more objective, reliable evaluation methods that foster authentic teaching and learning practices. The findings suggest that current evaluation systems may inadvertently promote performative teaching, reducing opportunities for professional growth and effective pedagogical improvement. The study emphasizes the importance of well-prepared evaluators and more inclusive evaluation methods to mitigate subjectivism and enhance teacher development, calling for systemic reforms to improve the alignment between evaluation tools and the complex realities of classroom instruction. This research contributes to the broader discourse on educational leadership and evaluation by offering actionable recommendations to reduce bias and enhance the reliability of teacher evaluations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

With increased awareness of student achievement in today's schools, examining ways to evaluate teacher performance and the effectiveness of teachers has become an area of focus. Tuition-based private schools risk closing if they cannot maintain quality programs and have high levels of student achievement. This qualitative study examined private school teachers' perceptions of the evaluation process's influence on their teaching practice. This study specifically focused on knowledge of leadership practices and using teacher evaluations as a tool in the evaluation process. Three theoretical frameworks, transformational leadership, motivation, and path-goal theory, were the lenses used to study this process. Purposeful sampling and semistructured interview protocol were used for data collection. Thematic analysis was performed to examine interview transcripts for codes and emerging themes. This study provides insight into the perceptions and desires of high school teachers toward the teacher evaluation process and informs leadership to make changes. This could advance changes in the process that could positively affect student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Districts spend thousands of dollars on computerized teacher screeners without knowing if they are identifying the most effective teacher. Hiring quality staff is one of the most important job functions of a principal, and many times a teacher screener score may eliminate an effective teacher. The current study examined the value of teacher screeners and their impact on hiring the most effective teachers. In this quantitative study, an analysis was performed to better understand the relationship between teacher screener scores and teacher evaluation scores. For this study, the researcher analyzed the relationship between teacher screener scores and evaluation scores in addition to the relationship between teacher screener scores of new teachers and experienced teachers. A correlation was not found between teacher screener scores and teacher evaluation scores. Based on the statistical analysis between teacher screener scores and teacher evaluation scores, there also was not a relationship. When exploring the strength and direction of teacher screener scores and evaluation scores, there was not a statistically significant difference between new and experienced teachers. The major theme that emerged was screener scores are not helping to identify the most effective teachers. This study was intended to provide valuable data that human resource managers and principals can use to formulate strategic plans that do not rely on a teacher screener to hire the most effective teacher. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teachers get demotivated, reduce their performance, and quit the profession because they lack support to sustain them. The problem was a lack of mentoring to increase teacher retention in an international educational system in China. The purpose of this basic qualitative study was to investigate the influence of mentoring on teacher retention. Researchers discussed the impact of mentoring and empowerment, but few publications connected teacher retention and empowerment. Transformational leadership and self-efficacy theories served as the theoretical frameworks for the research study. This research study aimed to explore: (a) the perceptions of mentoring experiences of international educators in China and (b) the effects mentoring may have on teacher empowerment. The qualitative research study applied observations, semi-structured interviews, and a focus group in data collection from a convenience sample of 14 teachers and 3 administrators who were voluntary participants. Emergent themes were employed for data analysis to ascertain the impact of mentoring, teacher empowerment, and retention. Data confirmed mentoring was critical for relationships, teacher support, retention, confidence and empowerment, professional growth, and reflection. A mentoring program was deemed necessary and educational leaders were encouraged to evaluate teachers to deduce whether they could choose their mentors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The success of universities resonates with the employees who interact daily with external customers (Pongton & Suntrayuth, 2019). Many universities have altered or are trying to adjust to the fluctuating environment as they reorganize their structure and put more importance on improving their performance (Camilleri, 2021). Employee performance has a very important role in achieving this private, non-profit university's goals. Employees must be kept up to speed on new professional skills and information frequently, to sustain the standardized knowledge required to implement daily tasks. They must work as much as possible to achieve good results or outputs in accordance with what the university has expected because employee performance will affect the success of the university. This mixed methods research investigated the work processes of seven staff members in a college of health and wellness in a private, non-profit university located in the southeast United States using structured interviews. The research also focused on the performance of the university during the tenure of these seven staff members prior to a professional and development training intervention versus the performance of the university following the implementation of best practices using the Wilcoxson Signed Rank Test. Improvement science serves as a theoretical foundation for this dissertation that included a performance gap analysis to pinpoint work processes among staff that necessitated improvement. After conducting a root cause analysis, an improvement theory identified the need for a professional and development training for staff to implement best practices when working with the organization's customers. Using root cause analysis, the scholar-practitioner conducted interviews, observations, and participated in virtual meetings to gain a better understanding of staff members' work processes and discovered that staff worked in silos and performed their tasks independently within their offices. They seldom collaborated with other staff members to share successful work processes. A professional and development training was implemented to address the issue and guide staff members on implementing best practices using established benchmarks. A pilot Plan-Do-Study-Act cycle was implemented to analyze and make changes to the training and, then repeated in a second cycle. The intervention was evaluated using the Phillips' return on investment model to determine whether the change idea was successful. There has been little to no emphasis on work processes among staff as an antecedent of collaboration and performance. In response to this gap, this research investigates the impact of a structured model for work processes among staff members in a College of Health & Wellness to improve collaboration. The scholar-practitioner's findings will seek to address the role that a structured work process plays in supporting collaborative work. Thus, the current research is guided by the question: How do the work processes among staff in a College of Health and Wellness impact collaboration and the organization's performance? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teacher evaluation has been a source for scrutiny, and early career teacher attrition rates are the highest among any subgroup nationally and in the state of Georgia. Research has indicated that high stakes teacher evaluation could be a cause of early career teachers leaving the field of education. While research has been done in other states and on other evaluation systems, there has been little to no research done in Georgia regarding early career teachers' perceptions of the motivational value of the Teacher Keys Effectiveness System (TKES)/teacher evaluation. This study's purpose was to describe the motivational value of the TKES/teacher evaluation for early career teachers at a northeast Georgia school district. Four early career teachers were utilized in this study who had all been evaluated using the TKES/ teacher evaluation for the entirety of their one to three year career. This study used a transcendental phenomenological approach to conduct a focus group and one-on-one, semi-structured interviews after the participants completed a reflective journal prior to their interview. Responses were analyzed using Moustakas's modified Stevick-Colaizzi-Keen method to develop individual and composite textual and structural descriptions and a final synthesis (Moustakas, 1994). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teachers in 13 states are evaluated using value-added models (VAMs), a measure of student growth on standardized tests. The problem is that value-added models evaluate intermediate-level teachers' ability to have students perform on a standardized assessment despite other factors affecting students' academic performance, such as socioeconomic factors and language, which could impact teacher stress and self-efficacy (Amrein-Beardsley, 2019). Research has focused on the stress and self-efficacy of teachers related to standardized testing, yet there is a gap in the literature analyzing the potential effects of VAMs on stress and self-efficacy. The theoretical foundation intersected Bandura's self-efficacy theory and Lazarus and Folkman's transactional theory of stress and coping. Research questions were developed to determine whether there was a statistically significant difference in the stress and self-efficacy of teachers evaluated using VAMs and not evaluated using VAMs. The purpose of the quasi-experimental study was to examine the possible effects of VAM evaluations by comparing teachers evaluated using VAMs and those that are not evaluated using VAMs. A quasi-experimental design used purposive sampling to collect a sample of 53 classroom teachers teaching for at least 3 years. Survey data were collected using SurveyMonkey. A Mann-Whitney U-test was run through Statistical Package for the Social Sciences (SPSS) software. Results indicated no statistically significant difference in stress levels or self-efficacy between teachers evaluated using VAMs and teachers not evaluated using VAMs. Leaders should survey the stress and self-efficacy of their staff to support their needs better and create a supportive work environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Participating in professional learning and seeking professional growth opportunities are characteristics of effective teachers (Guskey, 2000; Polk, 2006). This study investigated how a teacher evaluation system can promote and encourage the professional growth of teachers. Specifically, the study sought to provide a better understanding of how teachers can develop relevant and meaningful professional growth goals and how school leaders can support the development and attainment of those goals. School leaders must understand this process as the professional growth component of the teacher evaluation system studied relies on establishing carefully constructed and pertinent goals, appropriate evaluation and feedback, and the ongoing support of the school leaders who evaluate teachers. This professional growth component, included in numerous teacher evaluation models, can be used effectively to improve teacher effectiveness (Papay, 2012). Including teachers in the goal development process was a critical study component. Through recurring intervention cycles, teachers identified the types of support most important to goal attainment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study set out to evaluate the effectiveness of a multi-year new-teacher induction program, which encompassed a first-year mentoring component and four years of continuous professional development to support new teachers during their pre-tenure phase. Using a mixed methods case study approach, the research sought to determine the most beneficial professional supports for new teachers, gauge the influence of sustained professional development on them, examine the correlation between the program and (1) new teacher retention, (2) self-efficacy, and (3) overall job satisfaction, and assess the broader impact of a new teacher induction program on teacher quality. Data collection involved both qualitative and quantitative methods, including surveys, interviews, and the analysis of teacher retention and evaluation data. The study employed Logit model regression analyses for teacher retention data to explore retention odds ratios and Fixed Effect Regression models to scrutinize teacher evaluation data, investigating the impact of various factors on teacher evaluation scores. Key findings demonstrated that the "Grow to Great" induction program notably enhanced teachers' self-efficacy, pedagogical skills, professional learning communities, and access to support systems. Nevertheless, the program's sustainability faced challenges due to elevated attrition rates within the school or district, affecting teachers' engagement in the program. These results underscore the significant influence of school climate on teachers' capacity to learn and develop professionally. The implications of this research stress the need for continuous professional support for new teachers throughout their pre-tenure years and the critical importance of identifying effective support mechanisms for their development. Future research should prioritize conducting longitudinal studies to evaluate the long-term impact of new teacher induction programs on teaching practices and student assessment scores, thus shedding light on their enduring contributions to educational quality. Research should also delve into strategies, interventions, and support systems designed to bridge the learning gap between veteran and pre-tenured educators adopting research-based best practices. A longitudinal approach will offer insights into challenges, successes, and the role of ongoing professional development in sustaining improvements. Additionally, there is a need for research focused on developing a teacher evaluation system that guarantees reliability and transparency while fostering intrinsic motivation among educators, encouraging continuous improvement in instructional practices. Such a system should place emphasis on constructive feedback and personalized development pathways to ultimately enhance overall teaching quality and empower educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

One of the greatest challenges for schools is to identify effective and ineffective teachers in a classroom. Teacher evaluation is an expensive process in both time and resources. It is important that evaluations provide data to improve teaching and learning. Therefore, each evaluation needs to communicate opportunities for growth. This quantitative study measured the correlation between evaluator feedback on teacher evaluations and test scores from student performance. The 2021-2022 Texas Teacher Evaluation and Support System (T-TESS) and student test scores from the 2021-2022 State of Texas Assessments of Academic Readiness/End-of-Course (STAAR/EOC) provided the assessments and the timeframe for the study. I obtained permission from a mid-sized Northeast Texas high school to extract anonymous archival data for the study. I ran a Pearson correlational study which included 4 T-TESS evaluators, 18 teachers and 1,612 students' scores. I conducted a Spearman "Rho" test to determine the correlation between the amount of evaluator feedback given to the teachers and the student achievement scores. This study found no statistically significant difference in evaluator feedback given to teachers and student test scores. Teachers did not receive consistent feedback from T-TESS evaluators. One of the recommendations from this study highlights the importance of frequent evaluator communication to improve instruction. Future research should include an evaluation of the quality of feedback the evaluator gives to teachers to study whether improved feedback impacts assessment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This phenomenological research study was based on elementary school teachers who felt unsupported by their principals, due to lack of frequent reviews and pertinent evaluations. In previous research studies, researchers stated that many elementary teachers were frustrated, changed schools frequently, retired early, or left the teaching profession permanently, within five years. Another reason elementary teachers felt unsupported by their principals was due to the lack of ongoing professional development, and in some cases, these teachers also did not receive support from their principals in this area. Elementary teachers were not given the opportunity to be mentored or coached by their principals. In this study, the results varied based on the location of the 10 participants teaching in two states: Alaska and Florida. Two participants described excellent relationships with their principals, four participants had good relationships, three had neutral relationships, and one participant's experience was "not good." [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Purpose and Method of Study: The purpose of this nonexperimental quantitative study was to determine the level of teacher self-efficacy and the relationship between teacher self-efficacy and Classroom Assessment Scoring System (CLASS) ratings among CAP Tulsa teachers. Descriptive analysis was utilized to identify the level of teacher self-efficacy and the level of teacher-student interactions based on CLASS ratings. Pearson's correlation coefficient was utilized to investigate the relationship between teacher self-efficacy and CLASS ratings. The data used in this study was collected between 2014 and 2016 by the University of Oklahoma's Early Childhood Education Institute (ECEI). To ensure confidentiality and anonymity, the data were deidentified prior to receiving it from the ECEI. Findings and Conclusions: Descriptive statistics indicated teacher self-efficacy levels and the quality of teacher-student interactions. Teachers reported a high average Overall Teacher Self-Efficacy (OTSE) score of 7.464. The data suggests that teacher self-efficacy scores increase with years of experience. CLASS ratings suggest that CAP Tulsa provides a moderate-quality classroom experience. Pearson's correlation coefficient revealed the Classroom Management factor and OTSE to be possible predictors for CLASS ratings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Despite continuous efforts to develop teacher observation and evaluation frameworks, one-size-fits-all evaluation tools may not be adequate for an instrumental music classroom. Since implementing the Every Student Succeeds Act (ESSA) in 2015, teacher evaluation has shifted from a high-stakes accountability model to models focused on feedback and professional growth. One popular model is the Danielson Framework for Teaching (FFT), which is utilized across all disciplines, including music. The current study proposes to fill a gap in the literature regarding the utility of the FFT to contribute to teachers' professional growth. This transcendental phenomenological study examines the perceptions of middle school instrumental music teachers and administrators on the effectiveness of the FFT as an evaluation tool for instrumental music. Open-ended survey questions were distributed to volunteer middle school instrumental music teachers and administrators, and semi-structured interviews were conducted following the survey. The discussions were audio-recorded, transcribed, and analyzed using thematic analysis. Administrator participants indicated the biggest challenge is a lack of knowledge of the content and what is considered effective planning and preparation for instrumental music classes. Teacher participants expressed frustration over applying the framework to a single class observation, which does not fully document the comprehensive nature of the instrumental music class. The results offer discussion points for further research on music evaluation policy content-specific tool development. Additionally, results contribute to a body of evidence for developing alternative theories for instrumental teacher evaluation and recommendations for improving the effectiveness of the Danielson Framework for Teaching as a tool for music teacher evaluation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In the United States, there have been calls for reform to teacher evaluation practices for over 20 years (Reddy et al., 2016). Extant research primarily investigates administrators' perceptions of teacher evaluation process outcomes and there is limited research on teachers' perceptions of the cycle of supervision within the evaluation process. Teachers' perspectives on how the process affects their pedagogy and self-efficacy may enhance understanding of how to improve teacher quality for increased student achievement. Historically, the increased demand for student achievement and teacher accountability in the past few decades shifted the emphasis on teacher quality away from supervision towards evaluation (Jewell, 2017). Yet, teacher concerns remain regarding the social validity, acceptability, and satisfaction with the evaluation system. Zhao and Watterston (2021) assert that in a post-COVID-19 landscape, the opportunity exists to use this crisis as a catalyst to change curriculum, pedagogy, assessment, and other antiquated teaching methods. In this study, public high school teachers in the Commonwealth of Pennsylvania were surveyed regarding the clinical supervision cycle in a post-COVID-19 landscape. The data from this study suggest that teachers perceive the clinical supervision cycle is conducted more out of compliance, with a checklist approach, rather than the intention of providing feedback to improve teacher performance. However, when the teacher and administrator make the time and effort to reflect and discuss together about the teachers' practice, the conversation is valuable and teachers believe their professional practice improves as a result. While many states and the Commonwealth of Pennsylvania continue to address teacher quality through legislation and amendments to the law, this study suggests that quality administrator feedback within the cycle of supervision is needed. Based on participants' perceptions, the researcher provides recommendations grounded in extant literature and teacher responses for improving the clinical supervision cycle and the impact it has on teachers' pedagogy and self-efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to explore teacher and administrator perceptions of teacher evaluation system modeled after "Enhancing Professional Practice: A Framework for Teaching" (Danielson, 2007). It is universally agreed that teachers are the most significant variable to student educational outcomes. Extensive research has been conducted on what constitutes good teaching and quality evaluation models; however, there is limited research on teacher and evaluator perceptions of the process and how those perceptions influence the professional practice of teaching. Teachers' and evaluators' perceptions, considering their lived experiences as active participants in the evaluation process, are essential components to help guide state and federal policymakers in the improved design and implementation of teacher evaluation systems. This study sought to examine the perceived purpose and goals, intended and actual implementation, and overall effectiveness on teaching professional practice and student achievement as described by teachers and certified evaluators in one south-suburban Chicago high school district consisting of three attendance centers. A mixed-methods design was used to gather both qualitative and quantitative data using a survey presented to each employee group. Study participants include classroom teachers, assistant principals, principals, and any other administrator qualified to evaluate certified staff and involved in the evaluation process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative correlational study was to determine if, and to what extent, a relationship existed between teachers' perceptions of their evaluator's instructional leadership and the teachers' evaluation scores at the middle and high school levels in one Florida school district. Ozcan's theory of teacher motivation states that there are intrinsic and extrinsic variables that affect teacher motivation and performance. Additionally, Leithwood's transformational leadership theory states that school leaders are most effective when they empower and encourage their subordinates. In order to serve the purpose of this study, the research questions asked if there is a correlation between teachers' perceptions of their evaluator's instructional leadership and the teachers' evaluation scores at the middle and high school levels. Using a quantitative correlational methodology and design, the researcher used the Principal Instructional Management Rating Scale (PIMRS) and the Instructional Personnel Performance Appraisal System (IPPAS) to collect numerical data for analysis. A Spearman's rank correlation coefficient was utilized to analyze the data and produce results. Results indicated a weak correlation between instructional leadership and teacher performance with r=0.112 and r=-0.036 for middle and high school, respectively. These results suggest that school leaders should focus more on other leadership skills that positively impact teacher performance. Future recommendations include the same study in mixed methods or qualitative methodology and the same study to include elementary school leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative descriptive design study was to understand how 6-12th grade teachers describe their teacher evaluation experiences and the role those experiences play in shaping their instructional practices. The literature review indicated the need to understand how teacher understandings of evaluation tools influence their instructional improvement. Bandura's self-efficacy theory was used as a theoretical framework for the study. A conceptual framework of effective teaching was also used to frame the study. Two research questions guided this study. The research questions for this qualitative study addressed how teachers describe their experiences with teacher evaluations and the role those evaluations play in shaping their instruction. The sample consisted of 32 participants. All participants participated in a questionnaire used to collect data. Fourteen participants chose to expand on their answers in a one-on-one semi-structured interview via Zoom and were collected by the researcher. The data was hand-coded and analyzed using Braun and Clarke's thematic analysis, which resulted in the emergence of five themes: evaluators communicating procedures to staff, quality evaluators differentiating among teachers, teacher confidence in performance due to understanding of the tool, the prominent appearance of a tool's subjectivity, and efficacy from the tool that created instructional shifts. The data compiled in this qualitative descriptive study indicated that under certain conditions, teachers feel that evaluation tools can have both positive and adverse effects on instructional practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative correlational study was to describe the associations between the specific Central Florida district's final instructional summative evaluation scores and student achievement scores for Grade 4 instructional staff teaching ELA or mathematics within the district for the school year 2017-2018. The self-determination theory served as the theoretical framework for this study utilizing archival teacher evaluation scores and Florida VAM scores for Grade 4 teachers within a central Florida school district. A Pearson correlation analysis was applied to determine if there was a statistically significant association between teacher effectiveness and student achievement based on Florida VAM ELA scores; results showed a statistically significant correlation coefficient, r (106) = 0.30, p = 0.002. The association between teacher effectiveness and student achievement based on Florida VAM mathematics scores showed a significant correlation, r (107) = 0.32, p = 0.001. Results of the analysis indicated that there was a statistically significant positive association between teacher effectiveness, as measured by the final instructional practice rating during the school year 2017-2018, and student achievement in both ELA and mathematics, as measured by the percentage of students meeting expectations through Florida VAM scores for the school year 2017-2018. The results of this study added to the limited body of knowledge on teacher effectiveness and student achievement and offered a better understanding of contributing factors that may lead to student success. Future research should encompass diverse school districts and states to elevate the extent to which the findings can be extrapolated. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Educators, economists, and sociologists have long discussed how best to measure the value of education in society. Since the Coleman Report was published in 1966, indicating that America's students were falling behind, there has been increased scrutiny on ensuring teachers are effective in the classroom and that students are learning and growing academically. In response, the federal government has worked to ensure teachers are effective, passing acts aimed at ensuring students are learning. Many of those acts (National Assessment for Educational Framework (NAEP), No Child Left Behind (NCLB), Race to the Top (RTTT), Every Student Succeeds Act (ESSA)) have focused on improving student growth by improving the teacher evaluation system. However, measuring teacher performance, and the impact of that performance on student academic achievement growth remains a difficult task. The aim of this quantitative study is to examine the effectiveness of a teacher evaluation system in a midsized Midwestern district in predicting the academic achievement growth of students in those teacher's classes. Fifty-three middle school math teacher evaluations and fifty-six middle school English teacher evaluation ratings during the 2018-2019 school year were gathered using the midsized Midwestern district's teacher evaluation rubric model (RM). Student academic achievement growth from the 2018-2019 school year was then measured by evaluating student fall to spring growth scores on the Measures of Academic Progress (MAP) test. Binomial logistic regression was conducted to determine if the hypothesized model would fit the data. The model did not fit the data well, indicating a weak negative association between teacher overall evaluation score and student academic achievement growth in English and a weak positive association between overall teacher evaluation score and student academic achievement growth in math. Additional binomial logistic regression models investigated the relationship between domain scores and student academic achievement growth. Based on the findings, recommendations for further research to be conducted has been included. Research around the value of including value-added measures in the teacher evaluation models, training evaluators in evaluation methods, and an investigation into other effective evaluation methods may be considered to increase the impact of teacher evaluation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teachers are the essential element in improving student learning in education. The State of Wisconsin requires public school teachers to participate in the Wisconsin Educator Effectiveness System. There is limited research on the links between required participation with the State of Wisconsin's Educator Effectiveness System and on the experience of teachers and their outcomes for students (Dvorak et al., 2014; Jones, 2017). This qualitative case study explored, through semi-structured interviews, the experiences of Wisconsin educators who engaged with the EE System, teachers' connections with EE and subsequent changes to their practice. The study addressed whether teachers' felt the technical elements required within the EE System and the related professional development they experienced contributed to changes in their teaching practice and perceptions of improvements in learning outcomes. Findings suggest that this governmental mandate has not fully led to the results envisioned, and the unintended consequences are many and the unanticipated results have had a cumulative effect on the educators who participated in this study. Teacher experiences were positive, negative, endemic and often uncertain. This study concludes with recommendations for the Educator Effectiveness System today and for the future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The ability and competence to communicate with students in a clear and understandable manner is referred to as teaching effectiveness (Sanchez et al., 2020). Educators strive for ongoing professional development and skill enhancement as a means of improving student achievement, and there are standardized performance metrics used to observe how effective instruction affects student performance (Sanchez et al., 2020). State and local education planners work to assess and enhance the quality of instruction. To this end, state education authorities are working to provide clear, uniform standards for evaluating teachers' skill levels and efficacy as educators (Kraft & Gilmour, 2017). This study explored the connection between teacher evaluation scores and student achievement. The researcher gathered data spanning multiple grade levels and years at K-12 schools to paint a comprehensive picture. The researcher analyzed both teacher evaluation scores and student performance in reading, employing sophisticated techniques to account for external factors like student background. A power analysis MANCOVA indicated that the minimum sample size to yield a statical power of at least 0.8 with an alpha of 0.05 and a medium effect size (d = 0.5); therefore, the study utilized 74 teachers and their student data per grade band. However, the findings unveiled a surprising truth: there was no significant impact of teacher evaluation scores on student reading achievement, nor do teacher evaluation scores have any significant impact on teacher retention. This unexpected outcome challenges traditional assumptions and paves the way for further exploration into the multifaceted influences on student success, and the use of teacher evaluation to push evaluation to encompass more nontangible aspects as self-efficacy and a student's intrinsic motivations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Reading achievement continues to be a significant focus in the U.S. educational system. Despite an abundance of evidence about the importance of early reading instruction, prior research has shown that many pre-service and in-service general education and special education teachers are not knowledgeable about basic reading concepts. Less is known about administrator knowledge of early reading instruction. School administrators often make decisions regarding professional development in reading for teachers. Since school administrators are making these decisions, it is important that their knowledge of early reading instruction is studied. The purpose of this study was to extend the research base by examining the knowledge that administrators have related to early reading instruction as well as their confidence in evaluating teachers of reading. The national questionnaire was completed by kindergarten through sixth grade administrators and incorporated questions from the "Survey of Language Constructs Related to Literacy Acquisition," an instrument originally designed to assess teacher content knowledge of basic language constructs. Overall, the data indicated that administrators are confident in their ability to provide feedback to teachers about early reading instruction. However, their knowledge is not extensive, and the relationship between knowledge and confidence, while significant, is modest. The data also showed that the administrators' degree (Master's or doctorate) does not affect either their knowledge or their confidence. What seems to be most important is the number of courses that administrators have taken in early reading instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The study explores the implementation of teacher evaluation models and federal education policies, particularly AchieveNJ, in an urban public school district in New Jersey. It focuses on principals' experiences and perceptions, uncovering their challenges and thoughts on the policy's effectiveness in enhancing teacher performance and student learning outcomes. The research delves into the complexities and uncertainties principals face, examining how these align with their leadership practices and impact policy execution. It also investigates the contextual factors influencing AchieveNJ's execution and effectiveness, providing insights for future policy formulation and practical implementation. A key aspect of the study is its use of Festinger's Cognitive Dissonance Theory to analyze principals' psychological responses when their beliefs conflict with policy requirements. This offers a nuanced understanding of their decision-making processes. The study's significance lies in its detailed examination of the challenges in implementing teacher evaluation models and education policies in urban districts, contributing valuable insights for developing effective educational policies and strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This multilevel mixed methods investigation examines the experiences of developing self-evaluation skills for simulation fellows in an interprofessional simulation fellowship program. Interprofessional fellows (N = 12) and faculty (N = 4) engaged in a three-phase study using video-assisted learning tools to explore the differences in self-evaluation (perceived performance) and faculty evaluation (actual performance) in developing debriefing skills. For the quantitative component, fellows and faculty completed the DASH© tool to evaluate the quality of debriefing to help close the gaps between fellow self-evaluation and faculty evaluation. For the qualitative component, video-stimulated think-aloud and video-assisted debriefing the debriefer were utilized to understand how video-assisted learning tools contribute to self-evaluation skills from each level separately. A combined focus group and thematic analysis were utilized to identify facilitators and barriers to self-evaluation. Integrative case examples of developing self-evaluation skills are restoried for mixed analysis and data integration. Through which, meta-inferences are drawn out to understand the experiences, interactions, and mechanisms of the multilevel phenomenon. The results indicated that fellows generally overestimate their skills performance, and video-assisted learning tools support in the development of more realistic self-perception eliminating underestimation and closing the gap between perceived and actual performance. A model for interprofessional collaboration is proposed for scaffolded feedback practices to promote self-evaluation of skills and performance. Implications for counselor education, healthcare simulation, and health professions education are presented. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This three-paper dissertation systematically investigates the methodology issues related to using observational systems to observe, analyze, and interpret teachers' reformed teaching practices within the K-12 classroom context. Each paper contributes a distinct perspective to evaluate instructional practices accurately, consistently, and effectively in science classrooms. The first paper offers a systematic literature review on classroom observation protocols (OPs) used for evaluating science teaching practices. In this study, I proposed an analytical framework, underpinning four crucial aspects of OP studies: the research objectives, design, data collection strategies, and data analysis and interpretation. This framework serves as the cornerstone for analyzing 37 distinct studies that have used OPs to evaluate the instructional practices of K-12 science teachers. The study underscores the need for transparent rater training procedure, sampling choices, and the advanced statistical techniques to address rater-associated variances and eventually enhance the reliability and validity of the teacher measures. The study also suggests continued development of OPs that are aligned with current and future science education standards and the application of advanced statistical methods to examine rater effects in classroom observation studies. In the second paper, we developed a comprehensive classroom observational system, utilizing the Rasch model to validate the instrument, guide rater training, and analyze observational data. We implemented this system with 321 full-length high school chemistry classroom observation videos. We proposed this system, because the exclusive reliance on developing new OPs may not lead to valid and reliable measurements of instructional practices, as ratings are often affected by construct-irrelevant variances such as rater bias and data analysis strategies. This study shifts the focus from the OPs alone to a classroom observation system that includes instrument validation, rating training, and data analytical strategies. The psychometric evidence in this study supported this system's feasibility of yielding reliable measures of instructional practices. The third paper examines rater effects by applying a Partial Credit Many-Facet Rasch Measurement (PC-MFRM) in a science classroom observation context. As shown in the first two papers, classroom observation studies employing OPs are mediated by human raters, who are susceptible to errors. These errors introduce construct-irrelevant variance, which can adversely impact the validity and reliability of measurement of instructional practices. This study aims to identify and control these variances, particularly focusing on three rater effects: rater severity, central tendency, and the halo effect. I applied PC-MFRM to concurrently examine the three rater effects and their impacts on measurement of instructional practices. MFRM results indicate the significant discrepancies in rater severity and identified the specific raters who showed central tendency and halo effects. The finding suggests that researchers can incorporate MFRM diagnostic information throughout the rating training and calibration process to reduce any potential halo and central tendency. To address the rater severity, researchers should focus on intra-rater consistency as well rather than inter-rater reliability only. This study extended the application of MFRM to classroom observation by offering a multi-dimensional understanding of rater effects; thereby it contributed to the improvement of rater training process, which can consequently enhance the reliability and validity in measuring teaching practice. The validity and reliability of classroom observations for evaluating teacher practices hinge considerably on rater effects and the systematic evaluation the impact of rater-related effects. While Observation Protocols (OPs) provide a structured framework for such evaluations, the literature indicates that rater behavior introduces construct-irrelevant variances such as rater severity, halo effect, and central tendency. Previous studies have employed the Many-Facet Rasch Model (MFRM) to examine some of the effects, but these efforts have predominantly focused on single-dimensional analyses. Addressing this research gap, current study applies MFRM to concurrently investigate three critical rater effects--rater severity, central tendency, and halo effect--in the context of a longitudinal efficacy study on the Connected Chemistry Curriculum (CCC). Specifically, we aim to (1) assess the degree to which MFRM can identify the presence of these rater effects, and (2) evaluate the implications of using MFRM on enhancing rater training programs for classroom observations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative, correlational study aims to determine if a predictive relationship exists between teacher perceptions of Tennessee's teacher evaluation and the linear combination of teacher gender, years of experience, and school-level taught (elementary, middle, high). Although teachers have recognized the current teacher evaluation system, many educators expressed concerns about it. This study is vital in determining teachers' perceptions of the evaluation system. Participants of this study included a sample of 108 certified elementary, middle, and high school teachers from one of the public school districts in southwestern Tennessee. Data were collected via an anonymous, self-paced online survey utilizing a modified Teacher Evaluation Profile (TEP) questionnaire. Multiple regression was used to measure the correlation between the predictor variables and the criterion variable. The findings revealed that no significant relationship existed between the predictor variables, taken together as a model, and the criterion variables (F(3,104) = 1.86, p = 0.14, R[superscript 2] = 0.05). This study findings emphasize the critical need to incorporate teachers' perspectives in developing a fair teacher evaluation system, rather than relying on a one-size-fits-all approach. Recommendations for future research include conducting a qualitative research design incorporating teacher interviews to uncover teachers' experiences and classroom decisions regarding the Tennessee teacher evaluation system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Classroom walkthroughs are the consistent and systematic observation of instruction in the classroom, and despite research indicating classroom walkthroughs drive student achievement and promote learning, high school principals fail to implement effective classroom walkthroughs on a consistent basis, resulting in teachers not receiving enough guidance and support to improve instruction for student learners. The purpose of this study was to assist and empower high school principals as instructional leaders through the creation of a systematic classroom walkthrough process focused on providing instructional support to influence student learning outcomes in the classroom positively. The following questions provided the framework for the research: What values, opinions, or beliefs prevent high school principals from implementing effective classroom walkthroughs on a consistent basis? What is the structure of an effective classroom walkthrough that can be implemented successfully by high school principals? The study centered on action research, and I conducted data collection with an identified high school principal using a codesigned classroom walkthrough process. I also conducted a detailed qualitative interview to establish a basis of understanding for the values, opinions, and Through the codesigned action research framework McNiff (2017) outlined, the high school principal participant and the instructional leadership team followed a 12-step process to determine objectives, consider resources and timelines, articulate criteria, and conduct three weekly iterative rounds of classroom walkthroughs to collect data. The high school principal and the instructional leadership team monitored, analyzed, and interpreted the collected classroom walkthrough data to propose modifications and identify an action plan consisting of three major priorities to inform future action. The focus of the qualitative action research design was to support the revival of the instructional leader within public education by offering a well-developed theory for use of a redefined classroom walkthrough process to improve student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative grounded study investigated professional development, pre-service and in-service that 7 high school principals, 3 assistant principals, and 2 directors in New York State received to build their instructional leadership capacity. The researcher conducted 12 interviews via Zoom video conferencing to ascertain how preparation programs and district professional development for in-service principals and assistant principals prepare leaders to impact student outcomes through instructional leadership. More specifically, the study investigated professional development received on pedagogical strategies, evaluating teacher practice, providing teachers with feedback, and using data to inform instructional decisions in schools. The interviews were used to determine internship experience and the support new leaders received after securing leadership positions. The literature highlighted the importance of instructional leadership to improve student achievement by supporting teachers in their practice. Furthermore, instructional leadership allows leaders to make all decisions with student learning at the core. Literature also revealed the tenets of high-quality preparation programs, which include focusing on instruction and providing potential leaders with mentors and internship experiences that support their development. Effective principals demonstrate the ability to understand and lead instruction in their schools using the latest research and educational trends, highlighting the importance of ongoing professional development while in service. Results revealed that school principals, assistant principals, and content directors lacked a robust preparation program to develop their instructional capacity. Most classes in preparation programs focused on management and theory instead of providing leaders with classes dedicated to providing teachers with feedback, coaching, pedagogy, curriculum supervision, and centering data-driven decision-making. The lack of professional development was prevalent in designing professional development for teachers and disaggregating and using data. Leaders attributed their instructional knowledge to their own backgrounds, self-directed learning, and discussions with their colleagues. Finally, this study provides recommendations for practice and policy and recommendations for further studies that can provide insight to improve preparation programs and district-designed professional development for school leaders to increase student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teacher evaluation systems have evolved over centuries based on how cultures view the profession. Currently, one of the most used evaluation tools is Danielson's framework for teaching (FFT), which has been in use for over 20 years. In this qualitative study, 12 teachers across different high schools shared their experiences of the framework's impact on their instructional practices, particularly in Domain 3: Instruction. The results from this robust study were viewed through the lens of adult learning theory, implicit theories of intelligence, and sensemaking theory. The results indicate that most teachers view the FFT as a guide to creating effective lesson plans. A few teachers shared that the framework does not impact their instructional practices. However, most teachers expressed a positive impact, such as the framework allowing teachers to become more organized, collaborative, and reflective. In addition, teachers perceived that the framework enables them to focus more on specific student outcomes such as student engagement and peer assessment. Teachers also perceive that evaluators who have subject content knowledge provide higher quality and actionable feedback. The results show the importance of providing opportunities for teachers to reflect on teaching, collaborate, and share best practices as outlined in the FFT. In addition, evaluators must be trained to provide actionable feedback. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study addressed researchers call for collecting the perceptions of how Texas Teacher Evaluation and Support System implementation and feedback affect prekindergarten teachers' instructional practices and the alignment of the T-TESS instrument to the Texas prekindergarten guidelines because the focus of such research is usually on teachers of higher grades (FriedmanKrauss et al., 2020). The purpose of the present qualitative study was to determine prekindergarten teachers' perceptions of how the T-TESS evaluation and feedback process affect their instructional practices. The qualitative design was applied to answer the following research question: What are teachers' perceptions of how the T-TESS evaluation and feedback process affect their prekindergarten instructional practices and effectiveness as a teacher? Six participants participated in one-on-one interviews, four participated in a focus group interview, and the six participants' annual observations were analyzed. All of the participants work in the same district that began using T-TESS as their evaluation instrument during the 2016-2017 school year. Although the six participants' teaching experience levels varied, all participants indicated having no previous training or knowledge of T-TESS prior to receiving training as teachers in their current district, including at the university level or in a teacher preparatory program. The three themes that emerged from the study were the following: (a) Perceptions of differences between T-TESS and Texas Prekindergarten Guidelines; (b) Prekindergarten Guidelines provide more clarity and guidance than T-TESS for prekindergarten teachers; and (c) T-TESS evaluations provide feedback that is beneficial. Recommendations for policy and practice include examining the Texas Teacher Standards and the Texas Prekindergarten Guidelines to provide clarity for T-TESS appraisers and prekindergarten teachers. Additional professional development for appraisers and prekindergarten teachers to deepen the understanding of how the T-TESS domains can be used to support prekindergarten instruction is also recommended. Finally, future study recommendations include replicating the study with a larger sample of prekindergarten teachers and including T-TESS appraisers in future qualitative studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Research indicates that teacher performance is a critical focus for school districts, administrators, and teachers. Pre-service teacher preparation, teacher retention, job satisfaction, mentoring, continuous feedback, and onboarding support for new teachers are all factors that influence teacher performance (Carver-Thomas & Darling-Hammond, 2017). While teacher performance evaluations occur in all districts, the evaluation tools, appraisal components, methods, and procedures drastically differ. The variations in evaluations create inequities that may limit an appraiser's viewpoint of a teacher's performance, which can stifle the feedback an appraiser provides to the teacher (Jiang et al., 2015). It is this potentially limited viewpoint of the appraiser's feedback that prompted this study. In response, this study explored the integration of a video recording device to support continuous and enhanced accessibility, flexibility, and authentic appraiser feedback for first-year teachers. This study used a descriptive quantitative correlational analysis to explore the relationship between the use of a video recording device and summative Texas Teacher Evaluation and Support System (T-TESS) evaluation scores of 4+1 TEACH first-year teachers. This research closely aligned theory to practice while examining the relationship between variables. The study analyzed the summative T-TESS evaluations of first-year 4+1 TEACH residents and the number of times each resident uploaded a video recording. As the researcher, I used a power analysis and descriptive bivariate correlational analysis to explore the relationships among data, making inferences about the type of correlational research each variable combination presented (Creswell & Creswell, 2018; Field, 2018). Overall, the findings indicate that the result of the correlational analysis allows us to reject the null hypothesis, proclaiming that there is positive correlational significance between the two variables. The statistically significant positive correlation between the uses of the video recording device and the summative T-TESS evaluation scores indicates that further research is necessary to determine if strengthening the variations in the use of the video recording device can increase the effect of the correlation between the two variables. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Statement of Purpose and Method of Study: This quantitative study aimed to investigate the influence of principal preparation on the leadership behaviors of elementary school principals who supervise, support, and evaluate prekindergarten teachers in Mississippi public schools. Specifically, the researcher sought to determine if statistically significant differences exist in the self-reported mean instructional leadership domain scores of principals who supervise, support, and evaluate the developmentally appropriate practices (DAP) of prekindergarten teachers based on demographic data and preparation factors. The researcher identified three constructs from existing literature that comprise principal preparation: prior teaching experiences, principal preparation programs, and job-embedded professional development. The researcher used t-tests and a series of ANOVAs to compare principals' mean instructional leadership domain scores (MILDS) based on preparation factors and demographic data. Data from 54 principals who supervise, support, and evaluate prekindergarten teachers was included in the analysis. Findings and Conclusions: Three major conclusions can be drawn from this study. First, the amount of job-embedded professional development that principals engage in matters. Findings from this study reveal significant differences across all three domains of instructional leadership based on reported hours of professional development. Second, the race of a principal makes a significant difference in how the principals rate their level of engagement in instructional leadership activities associated with promoting a positive school climate. Finally, when managing the school's instructional program, longevity in the principalship makes a difference. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study focused on the regenerative potential of peer observation in a post-pandemic educational climate. Teachers shared that the culture of the profession was drastically changed during and after the pandemic partly due to the restrictions put in place that prevented colleague relationships from beginning or continuing and partly due to the negative public perception of teachers. As a result, this study aimed to discern how peer observation and modified instructional round practices might affect teachers' social/emotional wellbeing. Through interviews, rounds, and focus group meetings, teachers were willing to share their vulnerabilities around their feelings of loneliness and their yearning for more professional collaboration. The instructional rounds process ultimately led teacher participants to gain new instructional practices and to interact with their colleagues more frequently. This combination contributed to the increased teacher morale found in the data analysis. Implications for this study involve adjustments in teacher education programs, administrative and state policies, teacher voice in professional development, and potential future research focusing on teacher morale. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Although researchers have studied the impact of teacher evaluation laws on teachers and administrators, we know very little about how administrators, who assume most of the responsibility for implementing the state-mandated teacher evaluation system, proceed in making use of the evaluation tool their district uses for its performance evaluation system for teachers. Using an ethnographic approach, this multiple-case study seeks to gain a more comprehensive understanding of these complexities by examining the practices of three assistant principals from the same southeast Michigan school district. Major findings triangulated using multiple data sources including reflective journaling, questionnaires, interviews, artifacts, and focus groups, revealed administrators face substantial challenges implementing the state-mandated teacher evaluation system. Nonetheless, they persist, developing innovative solutions (e.g., tools) to help them implement the system with fidelity and engage in continuous cycles of self-improvement, which leads to increased self-efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The educative Teacher Performance Assessment (edTPA) has been adopted by many state legislatures and teacher preparation programs (TPP). These states require teacher candidates to pass the edTPA with a state-specific passing score to be recommended for licensure. In the 19 states where passing the edTPA has not been required as a condition of licensure (SCALE, 2023), teacher candidates may still be required by their TPP to complete and pass the edTPA. Indiana does not require the edTPA, but Indiana University's School of Education requires candidates to pass a revised version of edTPA before they will be recommended for licensure. At IU, local raters score candidates' submissions. Given the high stakes potential, it is important that local scoring of the edTPA be demonstrated as reliable. Previous examinations of reliability of the edTPA at IU have indicated that interrater reliability of local scores are inadequate (Brannan & Bowen, 2020; 2021). This study extended that research by applying a more rigorous measure of reliability to existing data and testing whether targeted training could improve interrater reliability of newly collected data. In addition, a focus group was conducted with rater-participants to gather perspectives on edTPA and rater training. This study found that the interrater reliability for several edTPA rubrics is inadequate and that the training used in this study was not sufficient to improve rater agreement meaningfully. Participants regarded small group discussion, feedback on scoring decisions from colleagues with the same area of expertise, and introduction to the Understanding Rubric Level Progression resource as most constructive. Findings from this study suggest that improving inter-rater reliability of local scores is a challenging task that requires a commitment to extensive training, rigorous assessment of raters' abilities to score reliably, ongoing assessment of reliability of scores after training, and booster trainings to minimize rater drift. Rater training and reliability may be improved with a collaborative learning approach which provides training specific to each edTPA module. Reliability may be improved by extending training time for new raters and providing annual trainings for veteran raters. Once reliability is established, research is necessary to investigate validity of locally scored edTPAs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined the shared understanding between principals and special education teachers (SETs) regarding the instructional practices and components essential for special education teacher evaluations. Shared mental models and Cultural Consensus Theory (CCT) guided the methodology. Cultural Domain Analysis (CDA), Cultural Consensus Analysis (CCA), and Discourse Analysis provided the structure for data collection and analysis. Findings suggest that principals and SETs share consensus about how evaluation items are grouped yet differ in their understanding of how items are grouped overall. Principals tended to group items into two main topic areas: evaluation items applicable to all teachers and special education-specific themes. SETs tended to group items into three topic areas including (a) working in classrooms; (b) working with other adults; and (c) compliance-related activities. An existing pre-conference observation checklist was enhanced based on these results and was shared with one former principal, one SET, and one special education director. The SET focused on the importance of student agency, the former principal focused on high expectations for teachers, and the special education director focused on high expectations for SETs and the field of special education in general. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation tested the control-value theory of achievement emotions (CVTAE) in an instructional communication context. Based on the assumptions of CVTAE, the researcher predicted that when instructors were clearer, students would feel more confident in their abilities to perform well in their class and, in turn, experience positive achievement emotions (i.e., enjoyment and hope), ultimately becoming be more intrinsically motivated to learn. If instructors were less clear, however, students would experience decreased motivation to learn through negative appraisals of performance efficacy and negative achievement emotions (i.e., boredom, anxiety, and hopelessness). Additionally, the researcher hypothesized that when instructors made the course content relevant to students' interests, they would experience increased motivation through positive appraisals of task value and, in turn, positive emotions. However, when instructors were not relevant, they would experience declines in motivation to learn through negative appraisals of task value and negative emotions. Finally, based on the assumption that students' differences in achievement goals should impact appraisals of control and value, the researcher hypothesized that mastery orientation would moderate these processes proposed in CVTAE. Additionally, one research question was advanced to test the moderating effects of content relevance on the serial processes proposed in the control value theory. A survey was given to undergraduate students to test these hypotheses and research questions. Participants in the project were 299 undergraduate students who answered questions about their instructor's clarity, content relevance, control appraisals (operationalized by performance efficacy), value appraisals (operationalized by task value), student achievement emotions (i.e., enjoyment, hope, boredom, anxiety, and hopelessness), mastery orientation, and intrinsic motivation to learn. The hypotheses and research questions were tested using ordinary least squares path analysis. The serial multiple mediation analyses revealed that when instructors are clear and make content relevant, students are more motivated to learn because of positive appraisals of performance efficacy and task value, promoting enjoyment and hope. Additionally, instructor clarity and relevance predicted motivation through positive appraisals of control and value and reduced boredom. The results also revealed that instructor clarity and content relevance indirectly predicted motivation through enjoyment, hope, and boredom, regardless of control and value appraisals. Anxiety and hopelessness, however, did not serve as mediators. Additionally, mastery orientation and content relevance did not moderate the processes proposed in CVTAE. Finally, the study's findings, practical implications, limitations, and directions for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Often novice elementary teachers struggle during their first years due to the lack of professional development and support during their first years. A lack of alignment between what they learned in their teacher preparation program in college and the reality of what they do in the classroom also presents challenges to their success. The problem is exacerbated when novice elementary teachers do not receive targeted support from administrators, reading coaches, and mentors for improving reading instruction. The purpose of this proposed mixed methods study was to determine the nature and scope of individualized and in-service reading support novice elementary teachers receive from those who are responsible for their success in delivering high quality reading instruction and to determine the knowledge of effective reading instruction of those who evaluate and/or supervise novice reading teachers and who determine their professional development needs. Informing administrators and others about the struggles these teachers face can help them be proactive in supporting novice teachers, which, in turn, would reduce teacher frustration and attrition. Although findings revealed problems with the quality and quantity of targeted reading support provided to novice elementary teachers by the school district, it was also found novice elementary teachers are provided more beneficial and effective reading support from school sites. It was concluded a continuous effort should be made to improve the focused teacher evaluation model (FTEM) to be more reading focused and provide consistent reading support amongst all support personnel at every elementary school. Addressing these findings could ensure adequate support is provided to novice elementary teachers needs to be strengthen their reading instruction and improve novice teacher preparation programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The teacher evaluation process has been an area of study for decades because of its complexity. Going back to one-room schoolhouses, teaching has always been an isolated profession--usually a room, a teacher, and students. Other colleagues or administrators are not participants in the classroom most of the time, which creates difficulties for effectively evaluating a teacher and providing feedback that will help a teacher grow and develop. This study explored the teacher evaluation process, how it can be more effective to teachers in building their capacity and improving their practice at the secondary level, and how the evaluation process can be used to build professional excellence and a strong staff culture. This qualitative study used a semi-structured interview approach, interviewing teachers engaged in the teacher evaluation process in the role of either an evaluator or an evaluatee. From these interviews, several themes emerged that led to the recommendations identified in Artifact II. A White Paper is included in Artifact III, which lays out implementation of the recommendations that school district administrators and school leaders can use to create more effective teacher evaluation systems in their K-12 schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teacher well-being has many implications within schools, most importantly on students. However, little research has been done to investigate the impact various mandates have on the well-being of teachers. This qualitative study gained insight into how elementary school teachers in Connecticut perceived the impact of teacher evaluation on their well-being. Martin Seligman (2011) identified that positive emotions, engagement, relationships, meaning and purpose, and accomplishment (PERMA) all contribute to well-being. PERMA (Seligman, 2011) was used as the framework for this study by guiding questions, data collection, and data analysis. Ten Connecticut elementary school teachers from ten different schools across nine different school districts participated through either taking an online questionnaire or taking part in an interview. Half of the participants were from the highest income area schools and the other half were from the lowest income area schools. All participants expressed negative emotions in relation to the evaluation process by using the words stress, anxiety, nervous, worry, and annoyed. None of the teachers expressed engagement in evaluation tasks. More than half of the participants have seen a detrimental impact on relationships within their school, while some have not noticed any impact, and one teacher spoke about a collaborative relationship with their current principal surrounding evaluation. Teachers find very little to no meaning or purpose in the process. Teachers also do not feel that the evaluation process accurately recognizes their accomplishments. This research suggests that the current teacher evaluation process being used in Connecticut is doing more harm than good. The findings indicate that policy and practice should be adjusted to support the wellbeing of teachers through modifying the evaluation process so that it has meaning and purpose for teachers while recognizing their accomplishments and allowing for authentic collaborative relationships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Quarantine during the COVID-19 pandemic cause learning environments to shift into virtual spaces. Faculty held the frontline through multiple surges in virus, social unrest demanding justice and equity for the global health crisis, and the continuous legalized killing of Black and Brown folx. Researchers around the globe have since documented experience and impact in education, there is little documentation of the working realities of womxn faculty of color teaching and learning during quarantine. This ontological study was conducted to document the collaborative narratives of womxn faculty of color highlighting their knowledge, experiences, and strategies. Critical race theory was used as an interpretive framework to name and describe metastatic racism within higher education. In addition to equitable strategies, three actionable policy and practice areas emerged from the data: education needs to be better prepared in the future by equipping faulty to be excellent online educators; teaching evaluation needs to be redesigned to actually measure teaching effectiveness and protect faculty from racialized attacks by students; and teaching evaluations are weaponized to oppress marginalized faculty womxn of color by students and within the retention, tenure, and promotion process. The implication of the information gleaned from these experiences can inform more equitable practices for womxn faculty of color in academia as campus administration, diversity centers, faculty unions, and education activists work to address metastatic racism and build more inclusive campuses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Principals are expected to be instructional leaders in their schools because schools with effective instructional leaders have been shown to promote higher student achievement and more effective teaching and learning. Effective instructional leadership involves using teacher evaluation to promote teacher effectiveness. This qualitative research study sought the perspectives of twelve building principals in one urban public school district in the Midwest to shed light on their definitions of instructional leadership and how they make sense of their work as evaluators considering their instructional leadership identities. Through semi-structured interviews, I found that these principals defined instructional leadership through one of these four lenses: the guide, the capacity builder, the lead teacher, and the relationship builder. As evaluators, principals indicated that although they can sometimes leverage the evaluation tool to promote teacher growth and school improvement, there are also barriers to using the evaluation system in these ways. Finally, principals indicated that while the evaluation tool is necessary for their work, they use various strategies as instructional leaders that exist outside the bounds of the evaluation system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Educators play a crucial role in student skill development; hence this dissertation explores incentive-driven public policies and understands the effect that educators have on students. The first chapter estimates relative contributions of the subjective (supervisor observations and student surveys) versus objective (value-added) evaluation measures in capturing teacher effectiveness at increasing cognitive and non-cognitive skills. I use data from a large urban public school district where teacher compensation is tied to the evaluation measures. Estimates reveal that the subjective measures provide information about teacher effects on short-run achievement and absences as well as long-run achievement in ways that value-added does not. However, value-added remains the most significantly related to long-term achievement and absences along with short-term achievement. Chapter 2 uses a regression discontinuity design to investigate the effect of categorical evaluation ratings on principal composition and future school leadership effectiveness. I find that principals with rating scores that place them just below the higher rating cutoff are more likely to exit the district and less likely to be promoted. However, there is no evidence of a change in future leadership productivity in schools where principals fall below the cutoff. Principal transitions around the rating boundary may be driven by changes in motivation, employer demand, or salary. Exploiting the fact that crossing the higher rating cutoff does not result in a salary change for all principals, I document that the transition effects are concentrated within the group that does experience a salary change. Lastly, Chapter 3 uses administrative data from Texas to estimate middle school principal effects on cognitive and non-cognitive skill development and the relationships between these skills and attachment to post-secondary schooling, work, and engagement with the criminal justice system. Estimates show highly significant effects of principals on the probabilities of future engagement with the criminal justice system, attending and persisting in college, and working. The impacts on the probability of engagement with the criminal justice system come through effects on the development of non-cognitive skills, while impacts on post-secondary schooling and work come through effects on the development of both cognitive and non-cognitive skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The COVID-19 pandemic resulted in several challenges for students and teachers in the United States. The introduction of virtual instruction was a challenge for many, especially teachers. As many educators attempted to determine how to best support their students and teachers, the latter looked for ways to create lessons and connect with students like they had not done before. A solution to help teachers navigate the time spent teaching virtually was peer observations during lessons, which allowed them to seek help from expert teachers as well as lend a hand to those who were struggling. Peer observations have been used in secondary education and other educational settings for over 50 years. During the pandemic, teachers relied upon one another for the same kind of support and expertise. For example, teachers in an urban eastern Texas city who faced the rapid implementation of virtual teaching during the pandemic asserted that peer observations as well as other forms of peer support helped many of them get through the struggles of virtual instruction. This interpretative phenomenological analysis employs Lev Vygotsky's and Jenni Donohoo's constructivist framework to answer the following questions: What are secondary teachers' perceptions about leveraging virtual peer observations and feedback as a professional development tool? How do secondary teachers feel about the use of peer observations in virtual secondary classrooms? How do secondary teachers define peer observations for professional development? How do secondary teachers perceive the role of virtual peer observations in their professional practice? An analysis of six interview transcripts detailing the participating teachers' experiences with virtual instruction and peer observations revealed five major themes: virtual peer observations, relationships, support and lack thereof, stress, and time. The study shows how teachers felt barely prepared to teach virtually in the early months of the pandemic, after March 2020, and how they almost fully relied on one another for support and direction regarding instruction. Recommendations for practice include continued professional development in digital learning and peer observations as well as expanded access to other teachers on other campuses to understand how they teach, manage their classrooms, and formulate lessons. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teacher quality is among the most significant indicators of student achievement. Policymakers have implemented teacher evaluation reform as the primary strategy for improving teacher quality and increasing student outcomes. In Texas, the Texas Teacher Evaluation and Support System (T-TESS) is the evaluation system endorsed by the state and is designed so that the same individual coaches and evaluates teachers simultaneously. Since its implementation in 2016, teachers have continued to receive high ratings through the T-TESS while student achievement has declined. The purpose of this study was to explore experienced administrators' perceptions of implementing the T-TESS to evaluate and coach teachers with fidelity. The conceptual framework included Weick's sensemaking theory and Kraft's theory of action for teacher coaching. The two research questions for this basic qualitative study focused on experienced administrators' perceptions of the successes and challenges of implementing the T-TESS to coach and evaluate teachers with fidelity. Semi structured interviews were conducted with 12 experienced administrators. Analysis of these interviews determined that there are strengths in the T-TESS framework, but the practice of simultaneously coaching and evaluating teachers limits fidelity. Results showed that effective coaching required trust and evaluative ratings compromised that trust by making teachers feel less supported. Addressing the fidelity of coaching and evaluating can lead to positive social change by improving achievement for public school students in Texas. The results of this study can inform future state policy as well as local implementation and can guide public school leaders to improve the practices that improve teaching and learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation in practice will focus on gaining insights into the relationship between money spent on professional development and the Standards Assessment Inventory Scores. The Standards Assessment Inventory is an assessment tool aligned with the Standards of Professional Learning that provides insight into the perceptions of professional learning, the degree of success or challenges of professional learning, and systematic ways to provide decision makers with information on how to align professional development, educator effectiveness, and student achievement. The standards for professional learning include the following key areas: learning communities, leadership, resources, data, learning designs, implementation, and outcomes. Learning Forward's Standards for Professional Development have been adopted by over 35 states in the United States. The setting for this dissertation in practice is a large school district in Illinois that educates students from pre-kindergarten through eighth grade. The study discusses spending on professional development and the relationship to the Standard Assessment Inventory in a large urban district in Illinois. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]