Abstract
Purpose. The purposes of this study were to identify and describe the types of growth-oriented teacher evaluation practices that have been implemented in selected elementary schools in Los Angeles County and to determine the impact of these practices on teacher personal and professional growth, collegial interaction, and job performance. Methodology. The case study descriptive research utilized three instruments: a locator survey to determine which districts were implementing at least two growth-oriented teacher evaluation practices, specifically professional development plans, teacher portfolios and/or peer appraisals/coaching; a principal interview schedule; and a teacher questionnaire. Findings and conclusions. Teachers reported moderate impact on their personal and professional growth, collegial interaction, and job performance. They cited engaging in peer interaction as a benefit and a lack of time for collegial interaction as a liability. Principals perceived their roles as facilitators and mentors, rather than strictly evaluators. Due to the limited scope of the study, conclusions can only be generalized for the five schools in the study. The researcher concluded that growth-oriented teacher evaluation practices were in limited use within districts of 5,000 or less ADA; principal and teacher perceptions were not always congruent; that principals recognized the need for change in teacher evaluation practices; that the quality of principal leadership impacts teachers' perceptions of their personal and professional growth, collegial interaction, and job performance; that teachers made limited use of teacher portfolios; and that growth-oriented teacher evaluation practices promoted team building and collegial interactions. Implications. To have significant impact, growth-oriented teacher evaluation practices require that principals and teachers: (1) assess teacher evaluation practices to determine effectiveness; (2) increase time for peer interactions; (3) discuss mutual accountability in the teacher evaluation process; and (4) incorporate teacher portfolios and peer coaching into teachers' professional development plans. Recommendations. Further study might include: the impact of a singular growth-oriented teacher evaluation; a comparison of teacher and principal perceptions of the impact on growth-oriented teacher evaluation practices; a replication of this study with a larger sample of elementary school principals and teachers or with middle and high school principals and teacher populations.