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Date of Award
Dissertation-ISU Access Only
Doctor of Education (EdD)
School of Teaching and Learning
Thomas P. Crumpler
The purpose of this study was to gain insight into the teacher evaluation experiences of contemporary teachers and to learn about their opinions of potential changes to the teacher evaluation system in Illinois. Teacher demographics, methods of evaluation, typical ratings of performance, the purpose of teacher evaluation, critical components of the teacher evaluation process, differentiation in an ideal evaluation tool, determinants for financial rewards, and the composition of student achievement data to be used in teacher evaluations were topics of inquiry. An explanatory mixed methods design was utilized to complete this study. Findings indicated that competent evaluators, precise standards, and adhered to procedures are the three most critical components in a teacher evaluation system. In contrast to the Widget Report findings, 59% of participants typically received an excellent rating, yet only 46% expected to receive such a rating. Only 21% agreed that an ideal evaluation system should be tied to financial rewards, but 48% agreed that student achievement is a critical component of the teacher evaluation process.
Nelson, Julie Hepton, "Teacher Evaluation: Teachers' Past Experiences and Their Responses to Impending Reform" (2015). Theses and Dissertations. 373.