1. Robin Vitucci George Mason University

2. Background This study will investigate whether elementary school teachers’ self-efficacy is affected by their participation in designing elements of their state-mandated teacher evaluation system Most states are currently developing new or improving old teacher evaluation systems, in part due to requirements of the Race to the Top grants and new teaching standards Two states were part of a grant received a grant under No Child Left Behind and thus were part of a project that involved teachers and administrators in the design process of the new system

3. Research Question Do elementary school teachers differ in their attitudes about their own performance and place in their school depending on whether they have participated in their district’s teacher evaluation system design? This question focuses on teacher’s attitudes and feelings of self-efficacy and will be answered using survey questions that are both open-ended and Likert- type scaled.

4. Methods Participants 40 elementary school teachers (grades 4 & 5, Math/ELA) 20 from “grant districts” – four each from five districts 20 from “government districts” – four each from five districts This state received a Race to the Top grant and was thus required to develop a new teacher evaluation system Teachers will have been in their district before implementation Randomly selected, no other variables used

5. Methods Online survey The survey will first ask the role teachers played in their district’s teacher evaluation system Which type of district are they from? Did they have any personal participation in the design? The main research question focuses on teacher’s attitudes and feelings of self-efficacy and will be answered using survey questions that are both open- ended and Likert-type scaled.

6. Genre in Original Study Mixed methods, mainly qualitative Online survey, some Likert-type scaled questions Majority of questions are open-ended Self-efficacy is being measured, going straight to the source to ask teachers to explain how they feel Sample questions: How, if at all, have your feelings about your teaching changed since the new evaluation system was developed? Do you feel that having a teacher-designed system makes you feel more engaged in your school? Explain.

7. Data Analysis and Findings Analysis of Variance, NVivo Teachers have higher levels of self-efficacy when they are from districts that participated in the evaluation system design Teachers feel more engaged and more valued in their schools when they participated in the design Teachers feel more secure in their practice and comfortable with the new teaching standards and ways they will be evaluated Teachers feel supported by their school and district

8. Genre Shift Quantitative study Ask teachers more scaled questions Focus on concrete data about what is happening in the school How teachers feel about their jobs can impact the environment Look to effects on student achivement How teachers feel about their jobs can impact students

9. Tools to gather further information Teacher survey questions (Likert-type scaled responses) Student survey School environment Perception of teachers ?? Student achievement data Teacher turnover data Professional development data (quantity, attendance, performance) Contract language

10. Embedding tools in original context Original study – online survey Add more Likert-typed scaled questions Add questions about PD Look at district and state data over the period of time pre- and post-implementation Gather student survey and achievement data at the same time

11. Data Analysis and Findings Analysis of Variance, Triangulate data There is a positive relationship with student performance *** The goal of the plan There is less teacher turnover with the new system There are more and better targeted professional development programs Contract language reflects the needs of the teachers under the new system The overall performance and culture of the school improves

12. Implications for Future Research For districts in the study Longitudinal study – student achievement, teacher turnover Look at how this system has impacted other areas – PAR, contract negotiations, professional development Provide guidance for policy on connecting teacher development and evaluation Explain what other processes the districts are using to support teachers

13. Implications for Future Research For other districts Examine other districts in state – does those who adopted this system without invovlement in its design differ from either group, what does this tell us for policy Does teacher design make people like the system better? Or does this imply that the system itself is better? Need to further research Look at the other grant state, compare and use data from what is happening in the state/district to account for other factors Look at other states as they are undergoing this process, what is influencing their design