Link to the University of Pittsburgh Homepage
Link to the University Library System Homepage Link to the Contact Us Form

Exploring the Relationship of Teacher Evaluation and Professional Development in Southwestern Pennsylvania

Boone, Jason (2016) Exploring the Relationship of Teacher Evaluation and Professional Development in Southwestern Pennsylvania. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

Download (1MB) | Preview


This study examined the effects of Section 1123 of Act 82 of 2012, a section of an omnibus bill relating to the Public School Code of 1949 (P.L. 30, No. 14), on selected school districts in Southwestern Pennsylvania. This specific section of the omnibus bill of amendments, commonly known as the Educator Effectiveness Model, relates to educator effectiveness and included policies and procedures relating to rating forms for and suspension of professional educators in the Commonwealth of Pennsylvania. School administrators, union presidents, and classroom teachers have all been affected by this legislation over the past four years, be it through trainings regarding the legislation or the actual implementation of the legislation at the local level. The purpose of this study is to examine the effects the legislation has had in these selected school districts relating to evaluation and supervision processes, and whether or not these changes have had any effect on professional development offerings that have been occurring in any of these districts.

Based on the findings of this study, the legislation has had a profound effect in these selected districts in Southwestern Pennsylvania. Many school administrators and union presidents report the additional paperwork, protocols, and focus on data (both student-level and observation-based) have helped to increase stress levels in the schools, both in administrators and teachers. These participants also report that the use of evaluation and supervision data is inconsistent amongst these districts, and amongst the buildings in each of these districts. Although some of the union presidents responded favorably to aligning professional development opportunities with data collected through the evaluation and supervision processes, the manner in which this would occur, or how to best implement the process, was not consistently reported by the participants in the study.


Social Networking:
Share |


Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Boone, Jasonboonej4512@gmail.comJAB3280000-0002-1961-0162
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairTananis, CynthiaTANANISTANANIS
Committee MemberGarman, NoreenNGARMANNGARMAN
Committee MemberLongo, R. GerardLONGOJLONGOJ
Committee MemberJacob, W. JamesWJACOBWJACOB
Date: 23 August 2016
Date Type: Publication
Defense Date: 29 June 2016
Approval Date: 23 August 2016
Submission Date: 16 August 2016
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 175
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Teacher Evaluation, Teacher Supervision, Adult Learning, Professional Development
Date Deposited: 23 Aug 2016 13:42
Last Modified: 08 Mar 2019 22:22


Monthly Views for the past 3 years

Plum Analytics

Actions (login required)

View Item View Item