This action research project engages questions about the relationship of teacher evaluation and teacher learning, joining the national conversation of accountability and teacher quality. It provides a solid philosophical foundation for changes in teacher evaluation and staff development, and analyzes past and current methods and trends in teacher evaluation. Set in the context of a suburban elementary charter school, the problems of traditional evaluation methods are confronted.
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- Partial requirement for: Ed. D., Arizona State University, 2013Note typethesis
- Includes bibliographical references (p. 79-85)Note typebibliography
- Field of study: Educational leadership and policy studies