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Abstract

Teacher appraisal and evaluation systems have increased the level of teacher accountability, resulting in increased pressure to be successful in the classroom (Benedict, Thomas, Kimerling, & Leko, 2013; Derrington, 2011; Glazerman et al., 2011; Papay, 2012). As a result, several states have begun to stray from the traditional methods of evaluating teachers, thus creating their own appraisal systems in an effort to increase teacher quality and teacher accountability of student performance and success (Anderson, 2012). This approach to transform traditional teacher evaluation methods has attracted both teachers and administrators alike (Derrington, 2011).

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