An Analysis of Teacher Performance Evaluation Policies and Criteria in Texas Public Schools

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The purposes of this study were to identify the procedures and criteria used for conducting teacher performance evaluation in Texas public schools, to determine the degree to which teacher performance evaluation procedures and instruments reflect the stated evaluation policies of Texas public schools, and to determine the degree to which teacher performance evaluation instruments used in Texas public schools reflect presage criteria (teacher characteristics) as opposed to process criteria (teacher behavior) as opposed to product criteria (student change or gain) as opposed to general job performance requirements (job expectations). The main findings include the following. (1) Teacher performance evaluation is ... continued below

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x, 162 leaves: ill.

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Marlin, Thomas William December 1986.

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  • Marlin, Thomas William

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The purposes of this study were to identify the procedures and criteria used for conducting teacher performance evaluation in Texas public schools, to determine the degree to which teacher performance evaluation procedures and instruments reflect the stated evaluation policies of Texas public schools, and to determine the degree to which teacher performance evaluation instruments used in Texas public schools reflect presage criteria (teacher characteristics) as opposed to process criteria (teacher behavior) as opposed to product criteria (student change or gain) as opposed to general job performance requirements (job expectations). The main findings include the following. (1) Teacher performance evaluation is required in all Texas public school districts and is often performed several times a year by more than one observer. The building principal is the key person involved in this process. (2) Although all school districts stated the supervisory function of the improvement of instruction as the major purpose of their teacher performance evaluation policy, a large number of school districts utilize teacher performance evaluation for the administration functions of serving as a basis for retention or dismissal. (3) If in reality teacher performance evaluation were construed as the improvement of instruction or teaching performance, it should be predictable that process criteria (teacher behavior) would account for the majority of items in the evaluation instruments. However, these items accounted for only about one-fourth of the total number. At the same time, items relating to general job requirements accounted for over 50 percent of the items. This exhibits a maintenance rather than teaching thrust. (4) The data gathered on current teacher performance evaluation instruments appear to be highly pertinent to maintaining the school as an organization and appear to be helpful in making personnel decisions. (5) Teacher performance evaluation instruments in Texas public schools are much more heavily weighted toward assessing teachers in their multiple roles rather than the many aspects of teaching.

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x, 162 leaves: ill.

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  • December 1986

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  • Aug. 22, 2014, 6 p.m.

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  • April 11, 2016, 1:19 p.m.

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Marlin, Thomas William. An Analysis of Teacher Performance Evaluation Policies and Criteria in Texas Public Schools, dissertation, December 1986; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc331221/: accessed November 24, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .