Date Approved

10-12-2016

Degree Type

Open Access Dissertation

Degree Name

Doctor of Education (EdD)

Department or School

Leadership and Counseling

Committee Member

Ronald Williamson, EdD (Chair)

Committee Member

David Anderson, PhD

Committee Member

Derrick Fries, PhD

Committee Member

Jaclynn Tracy, PhD

Abstract

The purpose of this quantitative study was to determine whether teachers altered instructional strategies based on their local school district’s teacher evaluation framework. Further, if changes were made to their use of instructional strategies, specific factors that influenced the changes were explored. This information is important because school districts across Michigan spend time, energy, and money for new teacher evaluation frameworks. Thus, it is essential to know if these frameworks change the use of instructional strategies in the classroom.

Teachers in 10 southeastern Michigan public school districts were surveyed to determine use of research-based instructional strategies before and after the implementation of new teacher evaluation frameworks. The survey explored the frequency of support teachers received for professional development related to teacher evaluation in their school district and the use of instructional strategies. The following research questions guided this study: Was there a significant relationship between the usage of specific teacher evaluation frameworks and the usage of specific instructional strategies? Was there any significant influence between the reported usage of instructional strategies and any factors that might have influenced this change?

Findings from this study indicated no statistical significance in the use of research-based instructional strategies based on the specific teacher evaluation framework used in local school districts. Although all instructional strategies reported gains in use from the previous to current evaluation frameworks, some variables impacted the increase of use more than others. Data showed that the specific factor of classroom culture, which involved instructional strategies of expectations that all students will achieve the goals of the lesson and helping students to understand the value of what they are learning, was negatively correlated among Kindergarten, 1st grade, 2nd grade, and elementary special education teachers. Findings suggested that teachers in these early grades and special education have concerns about increased expectations for curriculum standards to be mastered at an early age. Future studies that focus primarily on developmentally appropriate instructional strategies that support early childhood students may have a greater impact on teaching and learning than specific teacher evaluation frameworks used in local school districts.

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