| Summary: | The purpose of this sequential transformative study was to elucidate the negative experiences of teachers with performance evaluations and to juxtapose the intended use of current popular teacher evaluation reform movements to the evident implementation. One may quickly assume that negative experiences with evaluation are a result of unsatisfactory teaching practices. However, this may not accurately explain the negative experiences. This study focused on the negative experience of teacher evaluation to provide a broader understanding of the impact of new evaluation policy reform on student achievement and teacher quality. With a paucity of previous research focused on the negative impacts of teacher evaluation, this study addressed the following questions: (1) <i>How does the Peer Assistance and Review (PAR) teacher evaluation process negatively impact teachers?</i> (2) <i>What, if any, parallel traits exist among those teachers who had negative experiences with the PAR evaluation system?</i> and, (3) <i>How does the intended use of the PAR teacher evaluation process compare to the evident use of PAR?</i> Data revealed dissonance among intent and evident use of the evaluation policy. A disproportionate number of African Americans, women over the age of 55, and teachers higher on the pay scale were referred to PAR. Vague policy language was suggested as the impetus for misuse, abuse, and biased implementation at the local level. This study suggests that policymakers and school district officials take heed of multiple perspectives and consider the negative impacts of teacher evaluation reform. Evaluation systems that prioritize teacher learning over accountability are integral to successfully improving student achievement.
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