Elementary Teachers' Perceptions of a Reformed Teacher-Evaluation System

Abstract

This qualitative case study focused on 13 elementary teachers' perceptions of their evaluations. Using multiple schools (5) and teachers (13) we explored the impact of evaluations on instruction. Informed by Pekrun's control-value theory, our analysis focused on teachers' motivations and emotions. Teachers did not value or feel in control of their Value-Added Model (VAM) scores and still needed information regarding VAM. This led to feelings of hopelessness regarding future VAM scores. Teachers reported making mandated changes by the district or to help students' demonstrate learning on state exams. Teachers with mandated changes felt frustration, while teachers making their own changes felt hopeful for high student test scores. The presence of administrators also influenced changes in instruction during observations. Teachers shared feeling hopeful of observation scores, but were annoyed by the observation system. Our findings support the notion that teachers are not making meaningful changes based on VAM.

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