Motivational Forces in a Growth-Centered Model of Teacher Evaluation

This paper presents the results of a study that explored the effects of using an action research process to examine and develop a system of teacher evaluation that leads to real changes in teacher behaviors. The study explored motivational forces and psychological processes related to the change process in adult behaviors. Data were collected by documenting the action research process and interviewing teachers at a suburban elementary school in Southern California. Findings suggest that through collaboratively developing a teacher evaluation model in a safe and supportive environment, teachers can enjoy the process and note real changes in behaviors as well as growth in student achievement. Key themes emerged, suggesting benefits associated with peer collaboration, goal-setting, evidence collection (portfolios), and ongoing and iterative process