Date Approved

2014

Degree Type

Open Access Dissertation

Degree Name

Doctor of Education (EdD)

Department

Leadership and Counseling

Committee Member

Barbara Bleyaert

Committee Member

David Anderson

Committee Member

Lisabeth Margulus

Committee Member

William Price

Abstract

This study explored teacher perceptions of the inclusion of student growth data into the teacher evaluation process and the relationship(s) these perceptions might have on school culture. A positive correlation (p <.001) was found between the inclusion of VAM into the teacher evaluation process and motivation to collaborate. Key findings include participants working in priority designated schools were less likely to collaborate; participants with more knowledge about VAM had more positive perceptions; and participants in nonurban schools or smaller schools had more positive perceptions of VAM. Significant main effects for urban location (p = .001), number of teachers (p = .005), and level of knowledge (p = .05) were found. Participants in priority or urban schools indicated they don’t want to collaborate at a higher level than their counterparts in non-priority or nonurban schools. The inclusion of VAM appears to lead participants into isolation, not necessarily competitive relationships.

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