Dale Mathis Dissertation Final Defense

The College of Education, Health and

Human Sciences

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

Memphis, TN


Biographical Sketch

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

Advisory Committee

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


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.

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