Abstract
This study examined the impact of the teacher self-appraisal document on increasing the summative evaluation rating of the Texas Teacher Appraisal System. Two questions were addressed. The first question was designed to determine to what degree the self appraisal influenced evaluation ratings in each of the five domains. The second research question was utilized to determine if there was a difference in the degree of specificity of teachers' revising their self-appraisals from teachers who did not revise the self-appraisal. Recommendations and conclusions from this study included: (1) determining the relevance of the teacher self-appraisal as it relates to the school districts comprehensive evaluation system; (2) providing district-wide inservice for principals and teachers to emphasize importance of the end product, but also the process used to achieve the end product; (3) monitoring of teachers is not only the achievement scores of their students' success, but also strategies utilized in classroom instruction and management; (4) balancing of expectations between the end product (achievement scores) and the process (strategies); (5) revising the current reacher self-appraisal to resemble the previous document utilized by the district known as a "plan of action"; (6) providing quality staff development for teachers to encourage experiment in classroom; and (7) creating an atmosphere conducive to collaborating planning in buildings by principals.
Haynes, Lynda LaRue (1988). The impact of the teacher self-appraisal as it relates to the Texas Teacher Appraisal System summative evaluation. Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -797878.