Date of Award
Doctor of Education
Higher and Adult Education
Reginald L. Green
This study examined the perceptions of alternative school teacher in the state ofTennessee correctional schools, special GED preparation programs and non-public school settings where the new standards-based teacher evaluation system is used. The study sought to determine the extent the implemented teacher evaluation process called Teacher Evaluation Acceleration Model (TEAM)influenced improvedpractice and professional growth in alternative schools in Tennessee. This study included several teachers that have been surveyed in a pilot study in January, 2012, as well as all others identified as certified Tennessee teachers in non K-12 alternative schools. A quantitative research method design was used to gather data with the number of possible respondents being about 300. Data was collected via a teacher questionnaire and review of state documents from Tennessee Consortium on Research Evaluation and Development. The survey instrument used was adapted from the revised "Teacher Evaluation Profile Questionnaire" (TEP) (Stiggins & Duke, 1988). Despite several years of research and differing models of teacher evaluations, the overall teacher satisfaction and student achievement seem to be declining in Tennessee. Since this problem may negatively impact the job efficacy for teachers in alternative settings and also impede student growth in productive learning environments, these variables were analyzed in the research study. This dissertation addressed teacher perceptions of a strong observation rubric for evaluation through TEAM, a performance evaluation that focuses almost exclusively on teacher practices and student behaviors that can be observed in the alternative classroom
dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.
Mathis, Dale V., "Professional Teacher Evaluation in Alternative Schools in Tennessee: A Quantitative study of the Effect on Teacher Attitude and Professional Development" (2015). Electronic Theses and Dissertations. 1178.