Date of Award

Summer 7-23-2020

Document Type

Dissertation (799 registration)

Degree Name

Doctor of Education in Educational Leadership

Department

Graduate Studies

Committee Chair

Dr. Boyd Bradbury

Keywords

teacher education, teacher effectiveness, accountability, education, performance assessment, perception survey

Abstract

“What makes a good teacher” is a question that many people interested in education try to answer, whether they are school administrators, education faculty, parents of a K-12 student, or politicians. For several decades, policy makers have been searching for ways to measure teacher effectiveness, primarily through student standardized assessments. Recently, there has been a resurgence of interested educators and education researchers who are working to find alternative ways to measure teacher effectiveness instead of relying solely on the individual students’ standardized assessment scores. This study sought to predict novice teacher effectiveness through performance assessment and to determine how novice teachers perceive teacher effectiveness. This study utilized quantitative assessment from existing data sets of a midsized, Midwestern university’s teacher preparation program. Data were collected during the participants’ student teaching experience through the external, licensure assessment edTPA. Further data were collected through the Common Metrics Exit, Transition to Teaching and Supervisor Surveys at the completion of the participants’ teacher preparation program and at the end of the first year of teaching. These quantitative data sets were analyzed for a four-year time period using correlation factor analysis.

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