The University of Southern Mississippi The Aquila Digital Community Dissertations Fall 12-2018 Mississippi Teacher's Perspectives of Danielson's Framework for Teaching Donna Floyd University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Recommended Citation Floyd, Donna, "Mississippi Teacher's Perspectives of Danielson's Framework for Teaching" (2018). Dissertations. 1574. https://aquila.usm.edu/dissertations/1574 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. MISSISSIPPI TEACHER’S PERSPECTIVES ON DANIELSON’S FRAMEWORK FOR TEACHING by Donna Crosby Floyd A Dissertation Submitted to the Graduate School, the College of Education and Human Sciences and the School of Education at The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Approved by: Dr. David Lee, Committee Chair Dr. Sharon Rouse Dr. Kyna Shelley Dr. Richard Mohn ____________________ ____________________ ____________________ Dr. David Lee Dr. Lillian Hill Dr. Karen S. Coats Committee Chair Department Chair Dean of the Graduate School December 2018 COPYRIGHT BY Donna Crosby Floyd 2018 Published by the Graduate School ABSTRACT The focus of this study was to measure Mississippi teacher’s perspectives as identified in the Teacher’s Perspectives on Danielson’s Framework for Teaching (TPDFT) instrument. This quantitative study investigated whether or not statistically significant differences existed between domains as identified in the TPDFT, and if these findings differed statistically as a function of years of teaching experience, type of Mississippi teaching certification, and degree of professional trust. A 36-item survey instrument based on the 2013 version of Charlotte Danielson’s Framework for Teaching was developed. This survey was piloted and distributed to obtain quantitative data to assess teacher’s perspectives on Danielson’s Framework for Teaching. A 5-point scale ranging from 1 (not important at all) to 5 (very important) was used. To test the hypotheses of this study, descriptive statistics were analyzed, and a repeated measures analysis of variance (RM-ANOVA) and multiple linear regressions were utilized to determine statistical significance. The results of this study revealed statistically significant differences between area domains as well as the area of professional trust. Linear regressions failed to provide evidence to support the research hypothesis that domains differ based on teachers’ years of teaching experience or type of Mississippi teaching certification. ii ACKNOWLEDGMENTS To all of my committee members, I would like to say thank you for working with me for the last 7 years to accomplish this degree. Thank you to Dr. Lee for chairing my committee and making all of the arrangements for me to complete this task. Dr. Shelley, you are always patient, kind, and supportive. Dr. Mohn, thank you for meeting with me and advising me on my statistics. Dr. Rouse, you cared about my topic and went the extra mile to guide me. I appreciate you, Dr. Rouse. To my sweet friend Dr. Elgen Hillman, thank you for your encouragement, positive support, and kind words. Most of all, thank you for the many prayers you prayed with me. iii DEDICATION I would like to dedicate this work first to my Lord and Savior Jesus Christ. I would also like to dedicate this to my incredible husband, Walter, as words cannot express how blessed I am to have you as my trophy. To my children, Faith, Hope, Charity, and Joy along with their amazing husbands and my precious grandchildren, I dedicate this work. To my brothers and sisters, Ray, Cheryl, Gary, Kevin, Wayne, Lou, April, Paul, David, Lea Ann, and Cheryl K, thank you all for inspiring me. Last but not least, I dedicate this work to my mom, Cora, who always encourages us and lifts us up in prayer daily. iv TABLE OF CONTENTS ABSTRACT ........................................................................................................................ ii ACKNOWLEDGMENTS ................................................................................................. iii DEDICATION ................................................................................................................... iv LIST OF TABLES ............................................................................................................ xii LIST OF ILLUSTRATIONS ........................................................................................... xiii LIST OF ABBREVIATIONS .......................................................................................... xiv CHAPTER I – PURPOSE OF THE STUDY ..................................................................... 1 Introduction ..................................................................................................................... 1 Background ..................................................................................................................... 2 Teacher Performance .................................................................................................. 2 Measuring Teacher Performance .................................................................................... 6 Assessment of Teacher Performance in Mississippi ....................................................... 7 Theoretical Framework ................................................................................................... 9 Constructivism and Danielson’s Framework for Teaching ...................................... 10 Constructivism and a Model for Professional Improvement .................................... 11 Summary of Historical and Theoretical Background ................................................... 11 Statement of the Problem .............................................................................................. 12 Purpose of the Research Study ..................................................................................... 12 Research Questions ....................................................................................................... 13 v Research Hypotheses .................................................................................................... 14 Limitations, Delimitations, and Assumptions ............................................................... 15 Definitions of Key Terms ............................................................................................. 16 CHAPTER II – LITERATURE REVIEW ....................................................................... 20 Theoretical Framework ................................................................................................. 21 Constructivism and Danielson’s Framework for Teaching ...................................... 21 Constructivism and a Model for Professional Improvement .................................... 22 History of Teacher Assessment .................................................................................... 23 Government and Legislative Influence ......................................................................... 25 A Nation at Risk Report ............................................................................................ 28 No Child Left Behind................................................................................................ 29 Highly Qualified Teachers Versus Effective Teachers ............................................. 30 American Recovery and Reinvestment Act .............................................................. 32 Common Core State Standards Initiative .................................................................. 33 Every Student Succeeds Act ..................................................................................... 34 Regional and State Influences ................................................................................... 35 Purpose of Teacher Assessment.................................................................................... 37 Formative Assessments ............................................................................................. 38 Summative Assessments ........................................................................................... 39 Rationale for Formative and Summative Assessments ............................................. 40 vi Teacher Evaluation and Effective Teaching ................................................................. 41 Danielson’s Framework Domains................................................................................. 45 Components in Assessing Teacher Performance .......................................................... 47 Planning .................................................................................................................... 50 Student Assessment .................................................................................................. 52 Instruction ................................................................................................................. 56 Classroom Environment............................................................................................ 57 Professional Responsibility ....................................................................................... 57 Professional Evaluation