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An Investigation of Low Performing Central Florida Teacher Evaluation Feedback and Improvement Plans as Related to Value-Added Model Scores and Instructional Practice Scores

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Date Issued:
2017
Abstract/Description:
The purpose of this study was to determine if low performing Central Florida teachers, according to Florida VAM scores, had related instructional practice evaluations that were being used to determine placement on improvement plans in the 2013-14 school year. Additionally, the feedback held within the instructional practice evaluations was analyzed to discover the levels of feedback most frequently rendered by administrative evaluators to the lowest performing teachers. Deidentified data from a population of 528 Central Florida teacher evaluations and improvement plans within the lowest 10% of VAM scores for the 2013-14 school year were gathered from a Florida Department of Education database and public record requests. Data were analyzed to determine if any significant relationship existed between VAM scores and instructional practice scores. A very weak relationship existed between these two variables. Tenured teachers were rated significantly more favorably on summative instructional practice evaluations than nontenured teachers. Within the population, fewer than 1% of low-performing teachers (two total) were prescribed an improvement plan, regardless of tenure or nontenure status. Finally, evaluation feedback was largely low-level without reference to student growth or achievement. Evidence of administrative barriers within the three dimensions of individual conflict avoidance, bureaucratic procedural interferences, and administrative procedural faults were inferred from the literature and subsequent findings. To improve upon the current evaluation system, administrators must be aware of, and well-prepared for the demands of evaluating, remediating, and providing feedback to teaching professionals relative to student achievement and growth in a manner that is simultaneously respectful, candid, fair, timely, and actionable.
Title: An Investigation of Low Performing Central Florida Teacher Evaluation Feedback and Improvement Plans as Related to Value-Added Model Scores and Instructional Practice Scores.
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Name(s): Butler, Tara, Author
Murray, Barbara, Committee Chair
Doherty, Walter, Committee Member
Murray, Kenneth, Committee Member
Baldwin, Lee, Committee Member
Hutchinson, Cynthia, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2017
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this study was to determine if low performing Central Florida teachers, according to Florida VAM scores, had related instructional practice evaluations that were being used to determine placement on improvement plans in the 2013-14 school year. Additionally, the feedback held within the instructional practice evaluations was analyzed to discover the levels of feedback most frequently rendered by administrative evaluators to the lowest performing teachers. Deidentified data from a population of 528 Central Florida teacher evaluations and improvement plans within the lowest 10% of VAM scores for the 2013-14 school year were gathered from a Florida Department of Education database and public record requests. Data were analyzed to determine if any significant relationship existed between VAM scores and instructional practice scores. A very weak relationship existed between these two variables. Tenured teachers were rated significantly more favorably on summative instructional practice evaluations than nontenured teachers. Within the population, fewer than 1% of low-performing teachers (two total) were prescribed an improvement plan, regardless of tenure or nontenure status. Finally, evaluation feedback was largely low-level without reference to student growth or achievement. Evidence of administrative barriers within the three dimensions of individual conflict avoidance, bureaucratic procedural interferences, and administrative procedural faults were inferred from the literature and subsequent findings. To improve upon the current evaluation system, administrators must be aware of, and well-prepared for the demands of evaluating, remediating, and providing feedback to teaching professionals relative to student achievement and growth in a manner that is simultaneously respectful, candid, fair, timely, and actionable.
Identifier: CFE0006937 (IID), ucf:51677 (fedora)
Note(s): 2017-05-01
Ed.D.
Education and Human Performance, Teaching, Learning and Leadership
Doctoral
This record was generated from author submitted information.
Subject(s): teacher evaluation -- administrative evaluator -- VAM score -- value-added model -- instructional practice score -- improvement plan -- tenure -- nontenure -- individual conflict avoidance -- bureaucratic procedural interferences -- administrative procedural faults -- feedback
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006937
Restrictions on Access: public 2017-11-15
Host Institution: UCF

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