This study builds on an initial coaching study that found a strong focus on logistics and a lack of depth in coach-teacher talk during modeling and coteaching cycles in one midsize urban school district. The current study explores how administrative policies and expectations may have shaped these coach-teacher interactions. Data sources include 27…

Teachers cannot become great unless they are given the time, support, and tools to grow in their professional practice. Written for teachers, coaches, and educational leaders, this resource offers a paradigm-shifting approach to teacher development and evaluation. The authors share research-backed steps for improvement, outline the principles for…

The clinical teaching experience is one of the most important components of teacher preparation. Prior observational research has found that more effective mentors and schools with better professional climates are associated with better preparation for teacher candidates. We test these findings using an experimental assignment of teacher…

While teacher evaluation policies have been central to efforts to enhance teaching quality over the past decade, little is known about how teachers change their instructional practices in response to such policies. To address this question, this paper drew on classroom observation and survey data to examine how early career teachers' (ECTs')…

The reward systems typically found in colleges and universities often serve as a barrier rather than a catalyst for improving teaching. As such, an increasing number of university faculty members are using their own classrooms as a site of inquiry and reflective practice (e.g. self-study) to concurrently advance their own research and teaching.…

Currently most special education teachers, including those who teach students with significant disabilities, are evaluated using observation systems designed for general educators. Because the roles and effective teaching practices of special educators differ from general educators, we propose that a more appropriate observation tool is necessary,…

University teachers and students are evaluated regularly on their performance, and when evaluations are lower than expected, the feedback may be threatening to the individual, potentially causing deviant behaviors including un-collegiality and poor performance. In this paper, we use the self-threat model of procedural justice to examine faculty…

The study of self-efficacy and its role in teacher performance has intrigued the interest of many researchers over the last two decades. This study aimed to examine the perceptions of teachers regarding the role of principal instructional feedback during the process of teacher performance evaluation in increasing self-efficacy and how it affects…

The term engagement appears in teacher effectiveness models as well as state and federal legislation, including the most recent reauthorization of the Elementary and Secondary Schools Act of 1965 (ESEA), known as the Every Student Succeeds Act (ESSA), enacted in 2015. Legislators and administrators have charged teachers with engaging all students…

Value-added metrics or models (VAMs) are an important component of the teacher evaluation process that evaluators use to determine the value teachers add to their students' academic achievement. VAMs are used to arrive at a score that is derived from the number of the teachers' students who pass and/or fail a standardized assessment. While prior…

Teacher evaluations have varying platforms and models used to provide feedback to teachers on their instructional practices. While research shows the importance of effective and meaningful feedback on teacher impact, there is little research on the specific model of evaluating administrators using Cognitive Coaching. The purpose of this study was…

Teacher evaluation systems are designed to provide teachers with feedback to improve their practice. The feedback, however, is oftentimes not delivered in a way that considers the underlying cognitive processes that teachers experience when presented with performance feedback (Jordan & Audia, 2012). According to performance feedback theory,…

This dissertation explores how early research in self-efficacy, teacher stress, and teacher job satisfaction directly relate to self-determination theory. Specifically, the role of the elementary school principal can directly impact teacher motivation when meeting teacher basic psychological needs outlined in self-determination theory;…

Special education in the public-school setting is designed to support students with disabilities by providing them specially designed instruction to meet their unique needs. This cannot be achieved without special education teachers who undergo specialized training to enable students with a disability to reach their maximum potential. Special…

The present study examined the impact of professional development training on Canadian and Kenyan teachers' confidence, comfort, and perceptions of their abilities to teach early literacy skills in the primary or elementary grades. Data were collected prior to and following training on how to integrate early literacy software as part of ongoing…