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

dc.contributor.authorGavin, Erin Imon
dc.contributor.authorMagee, Doug
dc.date.accessioned2019-07-26T19:02:52Z
dc.date.available2019-07-26T19:02:52Z
dc.date.issued2019-05
dc.identifier.urihttp://hdl.handle.net/1803/9501
dc.descriptionLeadership Policy and Organizations Department capstone projecten_US
dc.description.abstractIn 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.en_US
dc.language.isoen_USen_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectTIGERen_US
dc.subjectObservationen_US
dc.subjectEvaluationen_US
dc.subjectImprovementen_US
dc.subjectGrowthen_US
dc.subjectInstructionalen_US
dc.subjectEffectivenessen_US
dc.subject.lcshEducationen_US
dc.titleEvaluating for Improvement: Perceptions of Tennessee’s Teacher Instructional Growth for Effectiveness and Results (TIGER) Observation Modelen_US
dc.typeCapstoneen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Leadership Policy and Organizationsen_US


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