Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

8-2019

Committee Chair or Co-Chairs

Virginia Foley

Committee Members

William Flanary, Don Good, John Boyd

Abstract

The purpose of this nonexperimental quantitative study was to determine if there was a relationship between the 2018 Tennessee Value-Added Assessment System (TVAAS) Growth Score given by the Tennessee Department of Education and the overall 2018 Tennessee Educator Acceleration Model (TEAM) Observation Rating for teachers in grades 3-12 in the participating public school district. Demographic variables associated with both the teacher and evaluator were considered to determine if there existed a significant difference between gender, teaching license, grade level, TEAM Certified Observer years of experience, and the growth score and overall TEAM Observation Rating. The participating public school district is located in Northeast Tennessee and has 12 elementary schools, 2 middle schools, 2 high schools, and 1 optional high school. Participants included employees of the school district in tested subject areas in grades 3-12. Eight research questions served as the framework of the study. Data were analyzed using a Pearson correlation, Independent Samples t-tests, and Analysis of Variance (ANOVA).

Results of the analysis revealed no significant correlation between TVAAS Growth Scores and the TEAM Observation Ratings for TN Ready tested teachers, in grades 3-12. There was no significant difference by gender in the TEAM Observation Ratings, no significant difference by type of teaching license in the TVAAS Growth Scores, and no significant difference by type of teaching license in the overall TEAM Observation Ratings. There was a significant difference in the TVAAS Growth Scores by grade level taught. Students in secondary classrooms showed more growth from testing than students in elementary classrooms. There was no significant difference by grade level taught in the overall TEAM Observation Ratings. There was a significant difference by TEAM Certified Observer’s years of experience in the TVAAS Growth Scores. Teachers assigned TEAM Certified Observers in the 0-1 year group and the 5-8 years group showed more student growth than teachers in the 2-4 years group. There was no significant difference by TEAM Certified Observer’s years of experience and the overall TEAM Observation Ratings for teachers in grades 3-12 in the participating public school district.

Document Type

Dissertation - Open Access

Copyright

Copyright by the authors.

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