Teachers' perceptions of the new Massachusetts teacher evaluation instrument and process on instructional practice

Abstract

This mixed methods study explored whether teachers who have experienced the new Massachusetts evaluation system as a member of three pilot or early adopter districts perceive it as a valuable process. The Race to the Top federal grant process required states to redesign evaluation systems that fostered effective teaching and included student achievement data in educator evaluation systems. Massachusetts designed a model system that incorporated teacher self-reflection based on a comprehensive teacher evaluation rubric, the setting of SMART goals to improve professional practice and student achievement, and evaluations based on the comprehensive teacher evaluation rubric which represents the standards and indicators of effective teaching. In the future, measures of student achievement and student surveys will become part of the evaluation system. Teacher perceptions were measured using survey and focus group data to describe their experiences with the pilot of the new Massachusetts evaluation system. Research questions included the following: how do teachers perceive the new Massachusetts teacher evaluation system as a valid and useful tool for changing their teaching practice?; how do teachers perceive the evaluation process of self-reflection, goal setting, and evaluation using the rubric as valid and worthwhile assessment of effective teaching?; and how do teachers perceive their use of the tool and engagement in the process as an effective means toward changing their teaching practice for greater student achievement? Results overall were mixed with some groups reporting positively and others less so. There were significant differences found between two districts and between the high school and middle school categories. It is unclear if these differences were due to district level experiences or differences between the levels of school. Understanding the differences in teacher perceptions and its ramifications will foster future positive implementations and improvements in teacher performance and, perhaps, student achievement. Positive improvements in teaching practice hold the potential to increase teacher quality and student achievement. If educators do not see the new evaluation system as improving practice, then the system should be adjusted to ensure this essential aspect is achieved.