Volume 3 - Issue 1 - DBU Journal for K-12 Educational Research - Page 17

Journal of K-12 Educational Research 15 Conclusion To achieve improved teaching quality and student performance through teacher evaluation necessitates that teachers believe there is a valid measure of effective teaching, ratings are reliable, feedback is useful, and there is a credible purpose for participation. The lesson from previous attempts to improve teaching quality through teacher evaluations in Texas is that consistent attention and outcome focus is necessary to realize the full potential of evaluation reform. Today, teachers stand at the crossroads between potentially positive outcomes or acceptance of nominal change in practice. District and state leaders have the ability to offer guidance down the more positive path by remaining committed to improving teaching quality by listening, heeding, and acting on advice from classroom teachers themselves. References Claudet, J. G. (1999). An interpretive analysis of educator change processes in response to a program innovation: Implications for personnel evaluation. Journal of Personnel Evaluation in   Education, 13 (1), 47-69. Retrieved from https://link. springer.com/journal/11092 Cohen, J., & Goldhaber, D. (2016). Building a more complete understanding of teacher evaluation using classroom observations. Educational Researcher, 45 (6), 378-387. http://dx.doi.org/10.3102/0013189X16659442 Danielson, C. (2007). Enhancing professional practice: A   framework for teaching (2nd ed.). Alexandria, VA: ASCD. Darling-Hammond, L. (1999). Teacher quality and student   achievement: A review of state policy evidence. (R-99-1). Retrieved from University of Washington, Center for the Study of Teaching and Policy. Retrieved from https://depts. washington.edu/ctpmail/ Davis, A. (2013). Teachers' perspectives of improvement of   instruction when engaging in self-assessment in a standards-   based appraisal process (Doctoral dissertation). Retrieved from Proquest Dissertations and Theses Global. (UMI No. 3574587) Davis-Frost, D. (2000). Intentions and implementation of   the professional development and appraisal system in Texas (Doctoral dissertation). Retrieved from Proquest Dissertations and Theses Global. (UMI No. 0478-0478) Eisenhart, M. A., Cuthbert, A. M., Shrum, J. L., & Harding, J. R. (1988). Teacher beliefs about their work activities: Policy implications. Theory into Practice, 27 (2), 137-144. http:// dx.doi.org/10.1080/004058448809543342 Ettema, E., Sengupta, K., & Kress, S. (2014). A legal lever for   enhancing productivity. Retrieved from George W. Bush Institute website: http://bushcenter.imgix.net/legacy/ GWBI-Legal-Lever-for-Enhancing-Productivity.pdf Hampton, S. D. (2016). Teachers' perceptions of the Mississippi   statewide teacher appraisal rubric (MSTAR) evaluation (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 10056548) http://aquila. usm.edu/cgi/viewcontent cgi?article=1339&context=dissertations Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers' emotional responses to education change. Teaching and Teacher   Education, 21 (8), 967-983. http://dx.doi.org/10.1016/j. tate.2005.06.007 Heneman, H. G., & Milanowski, A. T. (2003). Continuing assessment of teacher reactions to a standards-based teacher evaluation system. Journal of Personnel Evaluation, 17 (2), 173-195. Herlihy, C., Karger, E., Pollard, C., Hill, H. C., Kraft, M. A., Williams, M., & Howard, S. (2014). State and local efforts to investigate the validity and reliability of scores from teacher evaluation systems. Teachers College Record,   116 (1), 1-28. Hill, H. C., & Grossman, P. (2013, Summer). Learning from teacher observations: Challenges and opportunities posed by new teacher evaluation systems. Harvard   Educational Review, 83 (2), 371-384. doi:10.17763/ haer83.2.d11511403715u376 Hill, H. C., Charalambos, C. Y., & Kraft, M. A. (2012). When rater reliability is not enough: Teacher observation systems and a case for the generalizability study. Educational   Researcher, 41 (2), 56-64. doi:10.3102/0013189X12437203 Holmes, M. J. (2016). The impact of secondary teachers' perceptions, content areas, years of experience, and level of education on the Tennessee educator acceleration model Doctoral dissertation). Retrieved from Proquest Dissertations