Date of Graduation
Doctor of Education in Adult and Lifelong Learning (EdD)
Curriculum and Instruction
Second Committee Member
Third Committee Member
Administrator, Arkansas, Evaluation, Instructional Leadership, Professional Development, Teacher
The purpose of this study was to investigate differences in Arkansas teachers’ and building-level administrators’ perceptions regarding the purpose of the Arkansas TESS teacher evaluation system, whether TESS authentically assesses teacher effectiveness, how teacher evaluation data are used, and how the TESS process supports learner-centered professional development. Additionally, the relationship of teacher and administrator demographics on their perceptions of TESS was explored. The results of this study highlight the differences in perceptions in all areas questioned along with misalignment in perceptions among teachers. Overall, the study points toward the need for clear communication and the cultivation of relationships among building administrators and teachers.
Byford, A. L. (2018). Teacher and Administrator Perceptions of the Teacher Excellence and Support System (TESS) in Arkansas. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/2651