Boone, Jason
(2016)
Exploring the Relationship of Teacher Evaluation and Professional Development in Southwestern Pennsylvania.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
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.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
| Title | Member | Email Address | Pitt Username | ORCID |
|---|
| Committee Chair | Tananis, Cynthia | TANANIS | TANANIS | | | Committee Member | Garman, Noreen | NGARMAN | NGARMAN | | | Committee Member | Longo, R. Gerard | LONGOJ | LONGOJ | | | Committee Member | Jacob, W. James | WJACOB | WJACOB | |
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| 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 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/29314 |
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