Robin VitucciGeorge Mason University

BackgroundThis study will investigate whether elementary

school teachers’ self-efficacy is affected by their participation in designing elements of their state-mandated teacher evaluation system

Most states are currently developing new or improving old teacher evaluation systems, in part due to requirements of the Race to the Top grants and new teaching standards

Two states were part of a grant received a grant under No Child Left Behind and thus were part of a project that involved teachers and administrators in the design process of the new system

Research QuestionDo elementary school teachers differ in their

attitudes about their own performance and place in their school depending on whether they have participated in their district’s teacher evaluation system design?

This question focuses on teacher’s attitudes and feelings of self-efficacy and will be answered using survey questions that are both open-ended and Likert-type scaled.

MethodsParticipants

40 elementary school teachers (grades 4 & 5, Math/ELA)

20 from “grant districts” – four each from five districts

20 from “government districts” – four each from five districts

This state received a Race to the Top grant and was thus required to develop a new teacher evaluation system

Teachers will have been in their district before implementation

Randomly selected, no other variables used

MethodsOnline surveyThe survey will first ask the role teachers played

in their district’s teacher evaluation systemWhich type of district are they from? Did they have any personal participation in the

design?The main research question focuses on teacher’s

attitudes and feelings of self-efficacy and will be answered using survey questions that are both open-ended and Likert-type scaled.

Genre in Original StudyMixed methods, mainly qualitativeOnline survey, some Likert-type scaled questionsMajority of questions are open-endedSelf-efficacy is being measured, going straight to

the source to ask teachers to explain how they feel Sample questions:

How, if at all, have your feelings about your teaching changed since the new evaluation system was developed?

Do you feel that having a teacher-designed system makes you feel more engaged in your school? Explain.

Data Analysis and FindingsAnalysis of Variance, NVivoTeachers have higher levels of self-efficacy when

they are from districts that participated in the evaluation system design

Teachers feel more engaged and more valued in their schools when they participated in the design

Teachers feel more secure in their practice and comfortable with the new teaching standards and ways they will be evaluated

Teachers feel supported by their school and district

Genre ShiftQuantitative studyAsk teachers more scaled questionsFocus on concrete data about what is

happening in the school How teachers feel about their jobs can impact

the environmentLook to effects on student achivement

How teachers feel about their jobs can impact students

Tools to gather further informationTeacher survey questions (Likert-type scaled

responses) Student survey

School environmentPerception of teachers ??

Student achievement dataTeacher turnover dataProfessional development data (quantity,

attendance, performance)Contract language

Embedding tools in original contextOriginal study – online survey

Add more Likert-typed scaled questionsAdd questions about PD

Look at district and state data over the period of time pre- and post-implementation

Gather student survey and achievement data at the same time

Data Analysis and FindingsAnalysis of Variance, Triangulate dataThere is a positive relationship with student

performance*** The goal of the plan

There is less teacher turnover with the new system

There are more and better targeted professional development programs

Contract language reflects the needs of the teachers under the new system

The overall performance and culture of the school improves

Implications for Future ResearchFor districts in the studyLongitudinal study – student achievement,

teacher turnoverLook at how this system has impacted other

areas – PAR, contract negotiations, professional developmentProvide guidance for policy on connecting teacher

development and evaluationExplain what other processes the districts are using

to support teachers

Implications for Future Research For other districtsExamine other districts in state – does those who

adopted this system without invovlement in its design differ from either group, what does this tell us for policyDoes teacher design make people like the system better?Or does this imply that the system itself is better?Need to further research

Look at the other grant state, compare and use data from what is happening in the state/district to account for other factors

Look at other states as they are undergoing this process, what is influencing their design