Evaluating teachers using student growth measures: impact on trust and classroom practice

Abstract

The purpose of this study was to investigate how the inclusion of student growth measures in the teacher evaluation process may alter teacher’s perceptions of the trust relationship with building level administrators and influence changes in classroom practices. A theoretical frame built around the five facets of trust: benevolence, reliability, competence, honesty, and openness was used as the lens to inform the research questions. Participants were purposefully selected by their years of experience, grade level and content teaching assignments and employment at one of the three selected high schools chosen in the study. Findings indicate benevolence and reliability were two facets of trust that were most important in building or destroying trust. For teachers with a solid trust relationship with their evaluating administrator, the uncertainties about the inclusion of student growth measures to the evaluation process was mitigated by the perception teachers had that the administrator would look out for their best interest and knew multiple factors would be taken into consideration. For those with low levels or no trust, the inclusion of student growth measures created behaviors of self-preservation and concern about the intentions of the administration. Student growth measures added to the evaluation process has been promoted as a way to improve teacher performance, teachers had differing views on how it would influence practices including unintended consequences.