Teacher Evaluation Research Survey

Himmelein, M. E. (2009). An investigation of principals’ attitudes toward teacher evaluation processes. EdD dissertation, University of Toledo.

Comments:

The purpose of this survey is to determine evaluation practices and attitudes towards evaluation practices.

Sample:

The sample was limited to public school principals from K–12 buildings in Region 1 in Ohio.

Validity:

Questions were modified from the Teacher Evaluation Practices Survey (Loup et al., 1996), and from research conducted by Hughes (2006); Iwanicki (1982); and Kersten and Israel (2005). Also, the unpublished draft guidelines of the Ohio Department of Education Teacher Evaluation Committee were used to develop items. In addition, a focus group of current and former superintendents, former building administrators, and former central office administrators provided input about the survey.

Data Analysis:

Descriptive statistics were used. Frequency of response and percent responding to each item were calculated by Zoomerang.

References

Teacher Evaluation Research Survey

1. I am the:
   1. Principal of an elementary school (e.g., grades K–6)
   2. Principal of a junior high/middle school (e.g., grades 5–8)
   3. Principal of an elementary/junior high/middle school (e.g., grades K–8)
   4. Principal of a junior high/high school (e.g., grades 6–12)
   5. Principal of a high school (e.g., grades 9–12)
   6. Principal of an all grades school (e.g., grades K–12)
   7. Other, please specify

2. I have been a principal for:
   1. 0–2 years
   2. 3–5 years
   3. 6–10 years
   4. More than 10 years
3. I would describe my school as being located in the following setting:
   1. Urban
   2. Rural
   3. Rural small town or small city
   4. Suburban
4. The number of teachers in my building is: 0–15
   2. 16–30
   3. 31–40
   4. 41–50
   5. More than 50
5. During the 2008–2009 school year, I was responsible for completing formal evaluations of:
   1. 1–10 teachers
   2. 11–20 teachers
   3. 21–30 teachers
   4. More than 30 teachers
   5. I did not complete any evaluations
6. On average, each formal evaluation took approximately what amount of time to complete (including preparation, observation, completion of final documents)
   1. Less than 2 hours
   2. 2–4 hours
   3. 4–6 hours
   4. 6–8 hours
   5. More than 8 hours
   6. n/a
7. I received training in teacher evaluation through: (check all that apply)
   1. Formal district in-service training or mentoring
   2. Preservice training (e.g., university/college coursework)
   3. Professional readings or professional development in-service
   4. Being on the other side as a teacher
   5. I have had no training in evaluation

The next questions concern the formal teacher evaluation system currently used in your school district/building. (Formal evaluation is defined as the summative evaluation of a teacher which becomes part of their permanent record. Informal evaluation is formative, continuous feedback provided to teachers to improve their effectiveness.)

8. Teachers in my building are formally evaluated by:
   1. The principal
   2. The principal and peer reviewers
   3. Peer reviewers only
   4. Central Office staff
   5. External observers

9. Entry Year teachers/first year employees in my building are formally evaluated:
   1. Once a year
   2. Twice a year
   3. More than twice a year
   4. Other, please specify
10. All experienced/nontenured teachers in my building are formally evaluated:
    1. Once a year
    2. Every other year
    3. Every third year
    4. Every five years
    5. The year in which their contract expires
    6. Other, please specify
11. Tenured teachers (teachers on a continuing contract) in my building are formally evaluated:
    1. Annually
    2. Every other year
    3. Every third year
    4. Every five years
    5. Tenured teachers are not evaluated
    6. Other, please specify
12. The formal evaluation instrument we use is (check all that apply):
    1. Part of our collective bargaining agreement
    2. Developed by a joint administrative/teacher committee
    3. Developed solely by our administrative team
    4. Developed solely by a teacher committee/bargaining unit team
    5. Don’t know
13. How long has your current evaluation system been in place?
    1. Less than 2 years
    2. 2–4 years
    3. 5–9 years
    4. More than 10 years
    5. Unsure
14. Review of our formal evaluation system takes place: (check all that apply)
    1. On a regular schedule predetermined in contract language
    2. When teachers/administration bring up the issue during contract negotiations
    3. When state policies/legislation changes require modifications to the evaluation system
    4. Don’t know
15. If the formal evaluation process is included in your collective bargaining agreement, which details are specified in the contract? (check all that apply)
    1. Who will be evaluated
    2. How many times evaluation(s) will take place
    3. Who will conduct the evaluations
    4. Number of evaluations required for different kinds of teachers (e.g., entry year, experienced, tenured teachers)
    5. The evaluation format/instrument
    6. Orientation of the evaluators to the evaluation instrument
    7. Orientation of teachers to the evaluation instrument
    8. Interventions for teachers in need of assistance
    9. Evaluation process is not included in the contract

16. The formal evaluation instrument used in our district follows the teaching (Praxis) domains identified by Danielson (i.e., planning and preparation, classroom environment, instruction, professional responsibilities)
    1. Yes
    2. No
    3. Unsure
17. The formal evaluation instrument used in our district is aligned with the Ohio Standards for Ohio
    1. Yes
    2. No
    3. Unsure
18. The primary purpose of formal teacher evaluation in my building is to:
    1. Ensure legal compliance
    2. Assist in making personnel decisions (e.g., dismissal, assignment)
    3. Assist in designing professional development for teachers
    4. Assist administrators in fulfilling their role of instructional leader
    5. Assist teachers by providing feedback so that they can become more effective teachers
    6. Other (please specify)
19. Formal evaluation results are used to: (check all that apply)
    1. Evaluate the quality of classroom instruction
    2. Develop remediation plans for individual teachers
    3. Document information needed for teacher dismissal
    4. Place teachers on probation
    5. Provide documentation for renewal of teachers contracts
    6. Provide documentation for teacher promotion/compensation
    7. Make merit pay decisions
    8. Develop plans for teacher growth/professional development
20. Teachers are informed of the formal evaluation process through (check all that apply):
    1. Contract language
    2. Faculty meetings
    3. Inservice meetings
    4. Teacher handbooks
    5. Informal conversations with other teachers/administrators
    6. Union Meetings
    7. Other (please specify)
21. Is evaluation training provided to administrators in your district?
    1. Yes, on a regular basis
    2. Offered irregularly to all administrators
    3. Offered only to first year administrators
    4. No
22. If yes, what is included in the evaluator training program (check all that apply):
    1. n/a, training not offered
    2. Information about procedures to be followed
    3. Observation techniques
    4. Evaluation instrument items/criteria
    5. Conducting conferences with teachers
    6. Developing professional growth plans
    7. Examination of lesson plans
    8. Validity and reliability issues
    9. Orienting teachers to evaluation procedures
    10. Legal issues in evaluation
    11. Practice evaluations using videotaped teaching situations
    12. Observations of teachers in actual classroom settings

23. Is a single standard evaluation instrument used for all teachers? (check all that apply)
    1. Yes, the same form is used for all teachers that receive a formal evaluation
    2. Different forms are used for teachers with different levels of experience
    3. Different forms are used for teachers with different areas of responsibility
24. Which of the following methods of evaluation are included in your formal teacher evaluation process? (check all that apply)
    1. Direct, systematic observation of teaching
    2. Informal observation of teachers (e.g., occasional unannounced visits)
    3. Peer ratings of teacher’s performance
    4. Student ratings of teacher’s performance
    5. Student achievement data (e.g., value-added data, OAT/OGT results)
    6. Teacher portfolio assessment
    7. Teaching Artifacts (e.g., lesson plans)
    8. Teacher self-evaluation
    9. Other (please specify)
25. If teaching deficiencies are detected, does your district require you to develop a professional improvement plan for the teacher?
    1. Yes
    2. No
26. On average, what percentage of teachers in your school receive evaluations which suggest they need remediation/ assistance to improve their effectiveness?
    1. Less than 1 percent
    2. 1–2 percent
    3. 3–5 percent
    4. 6–10 percent
    5. Over 10 percent

The next questions concern your opinions about the formal teacher evaluation process used in your school district.

27. I feel that I have received adequate training in teacher evaluation processes.
    1. Yes
    2. No
28. To what extent does your formal teacher evaluation instrument/process need revision?
    1. No revision needed
    2. Somewhat needed
    3. Much needed
29. How adequate is your current formal teacher evaluation system in accomplishing the purposes for which it was designed?
    1. Less than adequate
    2. Adequate
    3. More than adequate
30. How adequate is your current formal teacher evaluation system in promoting improved teacher effectiveness?
    1. Less than adequate
    2. Adequate
    3. More than adequate
31. Do you believe the formal evaluation process is useful in determining teacher effectiveness?
    1. Yes
    2. No

32. Which of the following do you believe should be included in a formal/summative teacher evaluation process? (check all that apply)
    1. Formal classroom observations
    2. Informal classroom observations
    3. Observation of interactions with colleagues, parents, and students
    4. Measures of students academic progress such as test data and value-added data
    5. Measures of student work such as portfolios and projects
    6. Portfolios compiled by teachers to document a range of activities and responsibilities
    7. Artifacts of teaching such as lesson plans, letters to parents, student feedback, assessments, and student work
    8. Student surveys
    9. Parent surveys
    10. Teacher self-reflection and self-assessment
33. Which of the following do you believe should be included in an informal/formative teacher evaluation process? (check all that apply)
    1. Formal classroom observations
    2. Informal classroom observations
    3. Observation of interactions with colleagues, parents, and students
    4. Measures of students academic progress such as test data and value-added data
    5. Measures of student work such as portfolios and projects
    6. Portfolios compiled by teachers to document a range of activities and responsibilities
    7. Artifacts of teaching such as lesson plans, letters to parents, student feedback, assessments, and student work
    8. Student surveys
    9. Parent surveys
    10. Teacher reflection and self-assessment

How strongly do you feel about including each component listed below in a formal teacher evaluation process?

34. Formal classroom observations
35. Informal classroom observations
36. Observation of interactions with colleagues, parents, and students
37. Measures of students academic progress such as test data and value-added data
38. Measures of student work such as portfolios and projects
39. Portfolios compiled by teachers to document a range of activities and responsibilities
40. Artifacts of teaching such as lesson plans, letters to parents, student feedback, assessments, and student work
41. Student surveys
42. Parent surveys
43. Teacher self-reflection and self-assessment

How strongly do you feel about including each component listed below in an informal/formative teacher evaluation process?

44. Formal classroom observations
45. Informal classroom observations
46. Observation of interactions with colleagues, parents, and students
47. Measures of students academic progress such as test data and value-added data
48. Measures of student work such as portfolios and projects
49. Portfolios compiled by teachers to document a range of activities and responsibilities
50. Artifacts of teaching such as lesson plans, letters to parents, student feedback, assessments, and student work
51. Student surveys
52. Parent surveys
53. Teacher self-reflection and self-assessment

How strongly do you think your teachers would feel about including each component listed below in a formal teacher evaluation process?

54. Formal classroom observations
55. Informal classroom observations
56. Observation of interactions with colleagues, parents, and students
57. Measures of students academic progress such as test data and value-added data
58. Measures of student work such as portfolios and projects
59. Portfolios compiled by teachers to document a range of activities and responsibilities
60. Artifacts of teaching such as lesson plans, letters to parents, student feedback, assessments, and student work
61. Student surveys
62. Parent surveys
63. Teacher reflection and self-assessment

Scoring:

Strongly Against = 1; Against = 2; Neutral = 3; Favor = 4; and Strongly Favor = 5.