• About
    • Login
    View Item 
    •   Institutional Repository Home
    • Peabody College
    • Peabody College Leadership, Policy, and Organizations
    • Leadership, Policy, and Organizations Capstone Projects
    • View Item
    •   Institutional Repository Home
    • Peabody College
    • Peabody College Leadership, Policy, and Organizations
    • Leadership, Policy, and Organizations Capstone Projects
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of Institutional RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsDepartmentThis CollectionBy Issue DateAuthorsTitlesSubjectsDepartment

    My Account

    LoginRegister

    Evaluating for Improvement: Perceptions of Tennessee’s Teacher Instructional Growth for Effectiveness and Results (TIGER) Observation Model

    Gavin, Erin Imon
    Magee, Doug
    : http://hdl.handle.net/1803/9501
    : 2019-05

    Abstract

    In recent decades, research demonstrating both that teacher quality significantly influences student achievement and that teacher effectiveness varies considerably has stimulated a number of reforms aimed to improve the productivity of America’s teachers. Teacher evaluation has emerged as chief among these reforms (Howell, 2015). Spurred in large part by the Obama administration’s Race to the Top priorities and Tennessee’s First to the Top Act, Tennessee counts itself among the early adopters of teacher evaluation reforms. While the majority of Tennessee districts use the state- developed Tennessee Educator Acceleration Model (TEAM) to gather observational data on teacher effectiveness, a small number of districts use state-approved alternative observation models. Staff at the Tennessee Department of Education (TDOE) are preparing to review and revise the state’s teacher evaluation policies in an effort to strengthen the connection between teacher evaluation and teacher improvement. TDOE leaders have expressed interest in whether features of the state’s alternative evaluation models may facilitate greater improvement than the more commonly used TEAM evaluation rubric. In particular, the annually administered Tennessee Educator Survey suggests that teachers in districts using the Teacher Instructional Growth for Effectiveness and Results (TIGER) observation model may have more positive perceptions of evaluation as a tool for improvement. At the request of the Tennessee Education Research Alliance (TERA), an evaluation and research center at Vanderbilt University which collaborates with TDOE, we undertook an in-depth examination of the TIGER observation model. Our analysis considered the following questions: 1. Is there a difference in teacher perceptions of evaluation in TEAM districts as compared to districts using an alternative observation model? 2. How do district policies and school practices combine to influence patterns of implementation across districts using the TIGER observation model? 3. How do school and district contexts influence perceptions of teacher evaluation in districts using the TIGER observation model? These project questions led us to identify trends across evaluation contexts, examine policies, perceptions, and practices which shape teacher evaluation and feedback within the TIGER model, and document variation in implementation within and across a set of TIGER districts. We employed a mixed-methods study that explores the relationship between teacher evaluation models and teachers’ perceptions of whether evaluation leads to improvements in their teaching.
    Show full item record

    Files in this item

    Thumbnail
    Name:
    Gavin Magee EdD Capstone 2019.pdf
    Size:
    8.488Mb
    Format:
    PDF
    View/Open

    This item appears in the following collection(s):

    • Leadership, Policy, and Organizations Capstone Projects

    Connect with Vanderbilt Libraries

    Your Vanderbilt

    • Alumni
    • Current Students
    • Faculty & Staff
    • International Students
    • Media
    • Parents & Family
    • Prospective Students
    • Researchers
    • Sports Fans
    • Visitors & Neighbors

    Support the Jean and Alexander Heard Libraries

    Support the Library...Give Now

    Gifts to the Libraries support the learning and research needs of the entire Vanderbilt community. Learn more about giving to the Libraries.

    Become a Friend of the Libraries

    Quick Links

    • Hours
    • About
    • Employment
    • Staff Directory
    • Accessibility Services
    • Contact
    • Vanderbilt Home
    • Privacy Policy