A Heuristic Narrative Exploration of Teacher Perception: The Usefulness of Teacher Evaluation

Abstract

The purpose of this heuristic narrative study was to use teacher voice to gain a stronger understanding of what teachers need for the meaningful use of the evaluation process for improving teaching and learning. Data collected and analyzed from eight co-researchers, who represented eight different suburban districts, consisted of an evaluation rubric, in-depth interviews, and narrative responses from a moving image related to effective evaluation. The findings suggest teachers’ understanding of evaluation tools may help to resolve confusion regarding the process. Co-researchers agreed that observations need to be less formal and more like walk-through visits. Most participants who experienced principals’ feedback described it as very complimentary but lacking in direction to improve practices. Observations and feedback by peers and outside individuals such as district-level coaches or subject or program area experts were pivotal points in their growth and development as teachers. Professional development was the most disconnected area of evaluation. Only 50% of participants acknowledged any type of professional development that was geared toward the improvement of teachers’ performance in the classroom. Recommendations for improvement of evaluation included: (1) training on all four components (evaluation tool, observations, feedback, and professional development) for the principal or those implementing and conducting the teacher evaluation process, (2) revision of observation process, (3) meaningful feedback with specific guidance, and (4) videotaping teachers for self-reflection and growth. Acquiring teacher input related to the usefulness of the teacher evaluation process provided clarity in understanding how it impacts not only teacher performance, but also student achievement.