Supervision and Evaluation Practices That Impact Teacher Learning: A Case Study of Rural Teachers’ Perspectives
Date of Award
Doctor of Education (EdD)
Dr. Shannon Cleverley-Thompson
Dr. Ryan Pacatte
The purpose of this qualitative descriptive case study was to gain an in-depth understanding of what factors of the teacher supervision and evaluation process in a small, rural school district impacted the extent to which teachers learned and improved instructional practices. The case study explored if teachers in a small, rural school district experienced formative supervision practices that helped them learn or improve their teaching practices. Three implications emerged from the study. First, authentic leadership promotes teacher growth. Second, authentic leadership ensures empowered postconferences, and third, authentic leadership participates in walkthroughs to provide teachers with feedback. This study provides recommendations for future research, policy makers, rural superintendents, principals, and teachers. Policy makers need to revise legislative language in New York State Education Law §30-12d with the removal of independent evaluator observations of teachers. Superintendents of schools need to complete the Rural/Single Building School District Independent Evaluator Hardship Waiver to supersede the requirements that create burdens and/or hardships. Rural administrators need to model the way regarding formative supervision practices, such as walkthroughs to support teacher growth and development. Districts need to ensure that postconferences are a requirement of the teacher evaluation process. Finally, teachers need to assume responsibility of their own learning with the participation in collaborative learning walks with other teachers to learn and improve instructional practices.
Sinsebox, Jennifer L., "Supervision and Evaluation Practices That Impact Teacher Learning: A Case Study of Rural Teachers’ Perspectives" (2020). Education Doctoral. Paper 474.
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