• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Theses
    • Theses - Higher Degree by Research
    • View Item
    • Home
    • Griffith Theses
    • Theses - Higher Degree by Research
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • The Value of The Australian Professional Standards for Teachers as an Evaluation Tool to Enhance Teacher Quality

    Thumbnail
    View/Open
    Barry Damien_Final Thesis_Redacted.pdf (6.320Mb)
    Author(s)
    Barry, Damien
    Primary Supervisor
    Main, Katherine M
    Other Supervisors
    Pendergast, Donna L
    Year published
    2021-02-03
    Metadata
    Show full item record
    Abstract
    Enhancing achievement for all students has long been the purpose of schools. With evidence that teacher quality is the most important school variable influencing student achievement, teacher evaluation can be a key lever in assisting schools and teachers to have a specific focus on teacher quality in order to improve student outcomes. Increasingly, schools are using The Australian Professional Standards for Teachers (AITSL, 2011) as the platform upon which to base evaluation of teacher performance as it provides clarity around what constitutes effective teaching. However, there is a need to explore the value of this framework ...
    View more >
    Enhancing achievement for all students has long been the purpose of schools. With evidence that teacher quality is the most important school variable influencing student achievement, teacher evaluation can be a key lever in assisting schools and teachers to have a specific focus on teacher quality in order to improve student outcomes. Increasingly, schools are using The Australian Professional Standards for Teachers (AITSL, 2011) as the platform upon which to base evaluation of teacher performance as it provides clarity around what constitutes effective teaching. However, there is a need to explore the value of this framework as a tool to enhance teacher quality, when used as part of a teacher evaluation process within a school. This purposive single case study was conducted in one school across five geographic sites and used a mixed methodology approach. Data were collected through a survey instrument and semi-structured interviews.Phase 1 occurred in Term 1 of the 2017 school year with 25 teachers completing the survey. Of these, seven agreed to be interviewed about their experiences with teacher evaluation processes prior to 2017. Phase 2 revisited the same teachers in Term 4, 2017, following their involvement in a new teacher evaluation process that incorporated The Australian Professional Standards for Teachers. On this occasion, 23 teachers completed the survey. Six teachers from the original seven agreed to be re-interviewed.A thematic network approach was applied to analyse the interview data and structural equation modelling was used to analyse the survey data. The benefit of this methodology is that it produces sufficient data to enable insights into the key factors that affect a teacher evaluation process, and, it facilitates recommendations to inform future teacher evaluation procedures within schools. The value of The Australian Professional Standards for Teachers, for the purpose of a teacher evaluation process, are that they present a framework upon which to base judgements around teacher performance, they create a structure for the provision of feedback, they offer a common language across school staff, and finally, they provide clarity around what teachers are expected to know and do as part of their professional role. Findings from this studyrevealed a number of themes and suggest that the evaluation mechanism itself, and inclusion of The Australian Professional Standards for Teachers as part of any evaluation mechanism, are secondary to a range of other important factors including: the relationship that the teacher has with their evaluator; the skills of the evaluator; and the addition of a developmental plan post evaluation. Based on these findings, recommendations for teacher evaluation processes are; for a common understanding of quality teaching across the school; data to inform feedback needs to be from a wide range of sources, be ongoing, and both formal and informal; sufficient time should be set aside to do the process well; the evaluator must have the experience to interpret the data correctly; and finally, the evaluator must have the skills and training to deliver feedback in an effective manner.
    View less >
    Thesis Type
    Thesis (Professional Doctorate)
    Degree Program
    Doctor of Education (EdD)
    School
    School Educ & Professional St
    DOI
    https://doi.org/10.25904/1912/4078
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Subject
    Evaluation
    Teacher
    Teaching
    Performance
    Standards
    Publication URI
    http://hdl.handle.net/10072/402258
    Collection
    • Theses - Higher Degree by Research

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander