Author

Lisa Hilberg

Date Approved

2017

Degree Type

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Leadership and Counseling

Committee Member

Ronald Williamson, EdD, Chair

Committee Member

Jaclynn Tracy, PhD

Committee Member

Theresa Saunders, EdD

Committee Member

Diane Parfitt, PhD

Abstract

This study was guided by the question: Is there a statistically significant relationship between the teacher evaluation tool (using the summative ratings of teacher evaluations from the 2015–2016 and 2016–2017 school years for teachers of Grades K-5 using the Danielson Framework for Teaching model, 2007) and student achievement (as measured using the Northwest Evaluation System (NWEA) Measures of Academic Progress (MAP) in that same period of time) in a selected Michigan school district?

Quantitative methods and a Spearman correlation were utilized to determine if there was a positive, negative, or no relationship between the independent variable, teacher evaluation ratings, and the dependent variable, NWEA MAP scores. The evaluation data of 69 teachers of Grades K-5 in the six elementary schools in the school district were drawn from the summative evaluation rubrics using the Danielson Framework for Teaching. Student data were NWEA MAP scores in reading, mathematics, and English language arts for the 2015–2016 and 2016–2017 school years. Student data were tied only to the instructor and no other variable. Ten administrators conducted teacher observations and valuated teachers using the Danielson Framework.

Spearman correlations for the 12 NWEA RIT scores with the four teacher effectiveness ratings—highly effective, effective, minimally effective, and ineffective—compared all effectiveness ratings with student achievement for the 2015–2016 and 2016–2017 school years. Correlations were also conducted comparing just highly effectiveness ratings with student achievement for the 2015–2016 and 2016–2017 school years. None of the 48 correlations were significant at the p < .05 level; thus, in this Michigan school district, no relationship was found between the teacher evaluation tool and student achievement.

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