Delivering on the Promise of Support for Growth? Evaluator Perceptions of a New State Teacher Evaluation System

Abstract

This cross-case synthesis gives voice to evaluators in EC-12 and higher education settings who are enacting a state-mandated system of teacher evaluation and support by examining their perceptions of the Texas Teacher Evaluation and Support System (T-TESS). Questions addressed included: How do differently situated school administrators and supervisors 1) understand the model, 2) describe the implementation of its elements, 3) understand and enact their roles, and 4) assess the impact of the model? Data from EC-12 school principals and clinical supervisors at the university level indicates the system establishes a comprehensive definition of quality teaching. However, model complexity creates challenges. Coaching and mentoring requires time and expertise, and impact on student learning is unclear, raising the question of whether there is space for support through supervision in a model also used for accountability. Combining support with a reified model of evaluation leaves evaluators to negotiate inherent tensions.