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035 a| (Sirsi) o1257305303;

035 a| (OCoLC)1257305303;

049 a| EREE;

090 a| LB2838;

100 1 a| Assaf, Leila N. Kayed Al,e| author.?| UNAUTHORIZED;

245 10 a| Reinventing how teachers and leaders co-generate equitable evaluation practices for teacher growth and development /c| by Leila N. Kayed Al Assaf.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2021.;

300 a| 224 pages :b| illustrations (some color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 2.483 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2021.;

500 a| Presented to the faculty of the Department of Educational Leadership.;

500 a| Advisor: Matthew Militello;

500 a| Title from PDF t.p. (viewed November 29, 2021).;

520 3 a| Teacher evaluation practices are often pro forma processes that offer those evaluated little opportunity for professional growth and development. Using a participatory action research (PAR) design, I engaged teachers and instructional leaders in a process to revamp evaluation procedures for English language teachers in an international bilingual school with the goal of improving pedagogical practices and teacher collaboration. The research team conducted two cycles of inquiry that led to a new, jointly produced evaluation process that incorporated evidence-based observations and post-observation conversation. Teachers actively participated in restructuring the evaluation model and identified their professional development needs. Satisfaction with the new approach was widespread. However, external factors partially undermined the success of the initiative: changes in the school's leadership structure had an adverse effect by derailing the cooperative space that the redesign project had generated. Diligent work in small groups may not be sufficient to overcome structural obstacles. However, the PAR project developed components that may be replicable in other multicultural or international school settings.;

504 a| Includes bibliographical references.;

650 0 a| Teachersx| Rating of.=| ^A381267;

650 0 a| Motivation in education.=| ^A7949;

650 0 a| Career development.=| ^A194602;

653 a| Teacher Evaluation;

653 a| Equity;

700 1 a| Militello, Matthew,e| degree supervisor.=| ^A1009081;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/9063;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 5636946;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5636946-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/22/2021x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5636946-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/22/2021x| ETDz| HERESOURCE;

Reinventing how teachers and leaders co-generate equitable evaluation practices for teacher growth and development / by Leila N. Kayed Al Assaf.

Author/creator	Assaf, Leila N. Kayed Al author.
Other author	Militello, Matthew, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2021.
Description	224 pages : illustrations (some color)
Supplemental Content	Access via ScholarShip
Subjects	Teachers--Rating of. Motivation in education. Career development.

Summary	Teacher evaluation practices are often pro forma processes that offer those evaluated little opportunity for professional growth and development. Using a participatory action research (PAR) design, I engaged teachers and instructional leaders in a process to revamp evaluation procedures for English language teachers in an international bilingual school with the goal of improving pedagogical practices and teacher collaboration. The research team conducted two cycles of inquiry that led to a new, jointly produced evaluation process that incorporated evidence-based observations and post-observation conversation. Teachers actively participated in restructuring the evaluation model and identified their professional development needs. Satisfaction with the new approach was widespread. However, external factors partially undermined the success of the initiative: changes in the school's leadership structure had an adverse effect by derailing the cooperative space that the redesign project had generated. Diligent work in small groups may not be sufficient to overcome structural obstacles. However, the PAR project developed components that may be replicable in other multicultural or international school settings.
General note	Presented to the faculty of the Department of Educational Leadership.
General note	Advisor: Matthew Militello
General note	Title from PDF t.p. (viewed November 29, 2021).
Dissertation note	Ed.D. East Carolina University 2021.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Reinventing how teachers and leaders co-generate equitable evaluation practices for teacher growth and development / by Leila N. Kayed Al Assaf.

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