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dc.contributor.authorCarpenter, Kevin Paul
dc.description.abstractThis action research (AR) case study addresses the effectiveness of the feedback administrators provide to teachers under the Teacher Keys Effectiveness System (TKES). AR teams explored techniques to improve feedback to help teachers improve their instructional practices within teacher and leader efficacy and professional school structures lenses. To evaluate the AR process, the following questions drove the study: 1. How effective is the action research process in empowering the team’s ability to find a solution to an evaluation system problem? 2. How can teachers influence the feedback process, and in what ways does feedback inform teachers’ practices? 3. How do administrators increase their capacity to give actionable feedback? Under the guidance of action research, two teams examined administrator feedback in the TKES platform and the professional learning resources leaders used to improve their evaluation practices. Findings included the following: teachers desire to see consistency in feedback that includes commendations and recommendations, administrators should change an evaluation score if the teacher provides evidence, teachers change their instruction if the feedback is purposeful, relevant, and convincing, and action research teams should include teachers from different grade levels and content areas to be effective as they address practical school change.
dc.subjectaction research case study
dc.subjectTeacher Keys Effectiveness System
dc.subjectfeedback improvement practices
dc.titleImpact of action research teams on administrators' implementation and teachers' perception of the Teacher Keys Effectiveness System
dc.description.departmentLifelong Education, Administration, and Policy
dc.description.majorEducational Leadership
dc.description.advisorSheneka M. Williams
dc.description.committeeSheneka M. Williams
dc.description.committeeApril Peters-Hawkins
dc.description.committeeJohn Dayton

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