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TESS) in Arkansas Allison Louise Byford University of Arkansas, Fayetteville University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 1-2018 Teacher and Administrator Perceptions of the Teacher Excellence and Support System (TESS) in Arkansas Allison Louise Byford University of Arkansas, Fayetteville Follow this and additional works at: http://scholarworks.uark.edu/etd Part of the Adult and Continuing Education Commons, Educational Assessment, Evaluation, and Research Commons, and the Educational Leadership Commons Recommended Citation Byford, Allison Louise, "Teacher and Administrator Perceptions of the Teacher Excellence and Support System (TESS) in Arkansas" (2018). Theses and Dissertations. 2651. http://scholarworks.uark.edu/etd/2651 This Dissertation is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected], [email protected]. Teacher and Administrator Perceptions of the Teacher Excellence and Support System (TESS) in Arkansas A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Adult and Lifelong Learning by Allison Byford University of Arkansas Bachelor of Science in Education, 1996 University of Arkansas Master of Arts in Education, 1997 University of Arkansas Education Specialists in Educational Administration, 2006 May 2018 University of Arkansas This dissertation is approved for recommendation to the Graduate Council. _____________________________________ Dr. Kit Kacirek, Ed.D Dissertation Director _____________________________________ ___________________________________ Dr. Ketevan Mamiseishvili, Ph.D. Dr. Michael T. Miller, Ed.D Committee Member Committee Member _____________________________________ Dr. Marcia Smith, Ph.D. Committee Member Abstract The purpose of this study was to investigate differences in Arkansas teachers’ and building-level administrators’ perceptions regarding the purpose of the Arkansas TESS teacher evaluation system, whether TESS authentically assesses teacher effectiveness, how teacher evaluation data are used, and how the TESS process supports learner-centered professional development. Additionally, the relationship of teacher and administrator demographics on their perceptions of TESS was explored. The results of this study highlight the differences in perceptions in all areas questioned along with misalignment in perceptions among teachers. Overall, the study points toward the need for clear communication and the cultivation of relationships among building administrators and teachers. © 2018 by Allison Byford All Rights Reserved Acknowledgements This journey has been an amazing learning process over the past several years. I am truly grateful for all the support shown to me by my family, friends, mentors, and peers. Thank you, Dr. Kit Kacirek, for your absolute patience and honesty throughout this entire process. This program has been about the adult learner. The adult is honored as a learner and our needs are taken into consideration in every aspect of the journey. I love that I can now call you a friend. Dr. Marcia Smith, I am so fortunate you agreed to serve as a committee member. You are a mentor, a wonderful teacher, a model of absolute professionalism, and a friend. You have given countless hours of your time, and we had fun along the way. I feel overwhelming gratitude when I think about your contribution toward making this a successful, robust study. I am also so fortunate to have had you, Dr. Ketevan Mamiseishvili, on my committee. You provided insight into this study and helped me to strive toward perfection. You have a truly kind spirit and I feel lucky to have had you serve willingly throughout this process. I thank my husband, Ben, and my two young boys, William and Walker, that allowed me all the time I needed and supported me with happy hearts over the past four years. I am lucky to have a family that was patient and cheered for me until the end. My mom, Louise Walker, has been a role model and my biggest fan. She raised me to always put education first and helped grow me into the learner that I am now. Thank you to all my friends and co-workers in Springdale Schools. Without the support of the community of learners that I am a part, I would not have been able to take on these extra learning experiences. I am truly fortunate to be in such a wonderful system of educators and love that I get to have fun going to work every day. I am better because of the people around me. Table of Contents Chapter One - Introduction ............................................................................................................. 1 Problem Statement .......................................................................................................................... 4 Purpose of the Study ....................................................................................................................... 5 Research Questions ......................................................................................................................... 6 Research Question One ............................................................................................................... 6 Research Question Two .............................................................................................................. 6 Research Question Three ............................................................................................................ 6 Research Question Four .............................................................................................................. 6 Theoretical Framework ................................................................................................................... 6 Importance of This Study................................................................................................................ 8 Delimitations ................................................................................................................................... 9 Assumptions .................................................................................................................................... 9 Definition of Key Terms ............................................................................................................... 10 Teacher Effectiveness ............................................................................................................... 10 Evaluator ................................................................................................................................... 10 Teacher Excellence and Support System (TESS) ..................................................................... 10 Learner-centered Professional Development ............................................................................ 11 Self-Efficacy ............................................................................................................................. 11 Summary ....................................................................................................................................... 11 Chapter 2 - Review of the Literature ............................................................................................ 12 Defining an Effective Teacher .................................................................................................. 12 Teacher Evaluation ................................................................................................................... 15 Purpose of Teacher Evaluation ................................................................................................. 17 Methods for Evaluating Effectiveness ...................................................................................... 18 Role of the Instructional Leader in Teacher Evaluation ........................................................... 20 Adult Learner Needs and Motivators ........................................................................................ 21 Professional Development for Increasing Teacher Effectiveness ............................................ 23 Evaluation Reform .................................................................................................................... 24 Challenges to Implementing Teacher Evaluation Systems ....................................................... 25 Administrators’ and Teachers’ Perceptions of Teacher Evaluation ......................................... 25 Summary ....................................................................................................................................... 26 Chapter 3 - Methodology .............................................................................................................. 27 Research Design........................................................................................................................ 27 Site and Demographics of Arkansas ......................................................................................... 28 Population and Sampling .......................................................................................................... 28 Instrumentation ......................................................................................................................... 29 Research Question One ............................................................................................................. 29 Research Question Two ...........................................................................................................
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