interpretative phenomenological analysis exploring the teacher evaluation process in New York State

• Online Access: http://hdl.handle.net/2047/D20197899

As a result of receiving Race to the Top (RTTT) funding, changes were recently implemented with regards to the teacher evaluation system in New York State. Historically, teacher observations were the primary tool used to evaluate teacher performance; however the new Annual Professional Performance Review (APPR) plan now requires the utilization of student scores on standardized tests or district approved pre- and post- assessments as an additional means of evaluating a teacher's effectiveness in the classroom (Engage NY, n.d.). While teacher observations have been used as an integral part of growth and reflection for novice and veteran teachers alike, it is less clear how teachers can utilize student test scores to improve their practice. Therefore, using the lens of Schön's (1987) reflection-on-action theory, this study explored teacher perceptions towards the new evaluation system in a small, rural school district in upstate New York and how these teachers make sense of the evaluation data provided to them to enhance the quality of their instruction towards the end of improving student learning. The research findings showed a general understanding by the participants as to why the teacher evaluation process is in place while also noting the unease in the reasons for and implementation procedures of the process. Each participant also reflected on the positive and negative affects the APPR process had on their classroom. It is these personal experiences that have played a role in their overall perceptions of the evaluative system. Additionally, the teachers who participated in this research all acknowledged a genuine concern for their students learning about their curriculum and how to make the connections in the connections made in the classroom expand to the outside world.