Date of Award

1-1-2023

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational Policy and Leadership

Content Description

1 online resource (xi, 138 pages) : illustrations (some color) ; color map.

Dissertation/Thesis Chair

Heinz-Dieter Meyer

Committee Members

Kathie Spring, Jerusalem Rivera-Wilson, Eija Rougle

Keywords

APPR, Finland, Professional Growth, Teacher Evaluation, Teacher Motivation, Trust, Teachers, Education and state

Subject Categories

Education Policy

Abstract

The Annual Professional Performance Review (APPR) system in New York State (NYS) has been called into question by educators since its adoption nearly 10 years ago, yet it remains the mandated evaluation system in NYS schools today. Much of the concern has been over changes such as assigning teachers final evaluation scores, as well as for the added emphasis of students’ state assessment results on teachers’ individual final evaluation scores. In fact, the US Secretary of Education continues to promote the importance of administering high-stakes standardized tests, in spite of educator feedback expressing concerns on the impacts of the COVID-19 pandemic on student performance (Strauss, 2021). The purpose of this study was to understand potential alternatives to the APPR teacher evaluation system as practiced in New York State and elsewhere in the United States, such as the quality assurance model in Finland.This study sought to understand the range of possibilities for teacher evaluation. Finland is regarded as having an excellent education system (Sahlberg, 2011). Finland is known for its policies and practices that are deeply rooted in trust in teachers, collaboration between professionals, and the wellbeing of all stakeholders. Examining the perceptions of NYS and Finnish teachers and supervisors through interviews in this qualitative study was insightful, due to the subjects’ proximity to the teaching and learning processes. A sample of eleven educators, five from Finland and six from NYS, each with varied ranges of experience and content certifications were interviewed. The study also investigated feedback and the aspects of the teaching profession that motivated teachers to improve. In examining evaluation from a comparative perspective, this qualitative research study may contribute to laying the groundwork for making policy recommendations for the APPR teacher evaluation system as practiced in NYS and elsewhere in the United States.

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