The College of Education, Health and
Announces the Final Examination of
Dale V. Mathis
for the degree of
Doctor of Education
April 7, 2015 at 10:00 a.m.
123 Ball Hall, University of Memphis
Master of Divinity, Religious Professions, Emory University
Master of Arts Education, Secondary Education, Murray State University
Doctor of Ministry, Parish Revitalization- Education, McCormick Theological Seminary
Jeffery L. Wilson, Ph.D., Associate Professor, Department of Leadership, Committee chair
Reginald L. Green, Ph.D., Professor, Department of Leadership
Charisse A. Gulosino, Ph.D., Assistant Professor, Department of Leadership
Colton D. Cockrum, Ed.D., Adjunct, Department of Leadership
Major Field of Study
Higher and Adult Education
Period of Preparation: 2010 – 2015
Comprehensive Examination Passed: November, 2014
PROFESSONAL TEACHER EVALUATIONS IN ALTERNATIVE SETTINGS IN TENNESSEE: A QUANTITATIVE STUDY OF THE EFFECT ON TEACHER ATTITUDE AND PROFESSIONAL DEVELOPMENT
This study examined the perceptions of alternative school teachers in the State of Tennessee correctional schools, special GED preparation programs, and non-public school settings where the new standards-based teacher evaluation system is used. The study sought to determine the extent the implemented teacher evaluation process called Teacher Evaluation Acceleration Model (TEAM) influenced improved teacher practice and professional development and growth. To date, there is no reported research on the extent to which the use of TEAM as a standards-based model has improved teacher practice and professional growth in alternative schools in Tennessee.
This study included several teachers that have been surveyed in a pilot study in January, 2012, as well as all others identified as certified Tennessee teachers in non K-12 alternative schools. A quantitative research method design was used and data was gathered via a teacher questionnaire and review of state documents from Tennessee Consortium on Research Evaluation and Development. The survey instrument used was adapted from the revised “Teacher Evaluation Profile Questionnaire” (TEP) (Stiggins & Duke, 1988).
Despite several years of research and differing models of teacher evaluations, the overall teacher satisfaction and student achievement seem to be declining in Tennessee. Since this problem may negatively impact the job efficacy for teachers in alternative settings and also impede student growth in productive learning environments, these variables were analyzed in the research study. This dissertation addressed teacher perceptions of a strong observation rubric for evaluation through TEAM, a performance evaluation that focuses almost exclusively on teacher practices and student behaviors that can be observed in the alternative classroom. Also, this dissertation studied teacher perceptions about professional development opportunities offered by the local district and the regional universities. Findings suggest that sixty-six percent of responding teachers in alternative settings are not satisfied with the TEAM evaluations. Further, the results suggest that teachers believe that local universities are committed to helping alternative teachers develop adequate professional development.