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Abstract
The purpose of this study was to determine how K-12 public school teachers perceive the use of student performance data in teacher evaluations. The proprietary, utility, feasibility, and accuracy standards created by the Joint Committee on Standards for Education Evaluation served as a framework for the study. An online survey was deployed to a random stratified sample of teachers across the United States. Descriptive statistics and analysis of variance were used to determine the level of teacher agreement on statements.
Keywords teacher evaluation, leadership, professional growth
References
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