WHAT RELATIONSHIP IF ANY EXISTS BETWEEN TEACHER EVALUATIONS AND TEACHER PRACTICE AND INSTRUCTIONAL CHANGE?
The instructions for the paper is uploaded in the file labeled research doc sample. This is how the paper must be formatted and it is an example of what should be incorporated in the paper. Much of the information that needs to be incorporated in the paper is uploaded in the files attached. Because my own research has already been done on the subject, compile the files I provided as a term paper. the writer just have to follow the research doc sample as a guide and use the files I attached to support the body of the paper. The writer can use the works I uploaded verbatim because they are my own words. in addition If the writer needs more information to incorporate to make the paper the standard 6 pages, the writer can use the cited resources. The subject for the term paper pertains to race as a factor for sentencing of drug offenses. Only use the cited resources provided. Thanks
Chapter 1.
I. Problem Statement
In New Jersey, educators have been dealing with the dilemma of effective teacher evaluations for the past three decades. The No Child Left Behind Act, (NCLB) which was passed in 2001, was federal legislation designed to reform the Elementary and Second Education Act (ESEA) and link federal dollars to performance in our schools. The overall purpose of the act is to ensure that in every classroom; every child can enjoy the benefits of research based curriculum with standards based instruction taught by a well prepared teacher in a safe environment. The NCLB holds states, districts, schools responsible for the progress of their students. Ultimately the burden for the lofty goals set by NCLB fall to the person deemed to have the most profound effect on student achievement, the classroom teacher. The current educational guidelines for teacher evaluations are left up to the individual school boards. The boards must operate within a framework mandated by the state department of education; however this mainly deals with scheduling the classroom observations. New teachers are required to be evaluated three times per year prior to April 31st and counseled after each of their evaluations. Non-probationary teachers are evaluated once a year. Currently New Jersey does not link teacher evaluations with student achievement, and does not include student achievement levels as a requirement for tenure. What relationship if any exists between teacher evaluations and teacher practice and instructional change? Do these changes impact student learning / performance as defined by the No Child Left Behind Act?
II. The Purpose of the Study
The purpose of this study is to examine the influence of teacher evaluations on teacher practice, classroom instructional change and student learning in a moderate sized school district in Middlesex county New Jersey. A primary principle of teacher supervision and evaluation is that the purpose is to enhance teaching skills with the ultimate goal of enhancing student achievement. There is a well established generalization that teacher expertise is causally related to student achievement (Marzano).
Research Questions
This study will be guided by the following questions:
• What is the teacher evaluation process in one New Jersey school district?
1. How does the district define and promote teacher effectiveness?
2. To what extent are multiple measures included in decisions about teacher effectiveness?
3. How does the school district evaluation process impact teacher behavior?
4. Has a link been established between the teacher evaluation process and student achievement?
Chapter 2
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