The process of change and the development of alternative teacher evaluation models in four schools

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Pauline Ericson Egelson (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Charles M. Achilles

Abstract: The purpose of this study was to investigate the process of educational change in four schools where administrators and teaches designed and implemented alternative teacher evaluation models. Using Berman and McLaughlin's (1975) three stages of change (initiation, implementation, incorporation), the results of the Change Assessment Guide (29 statements drawn from the change theory literature that support the incorporation of an innovation), narrative examples, interviews, discussion groups, and survey results, the likelihood of incorporation of each new teacher evaluation model was determined. Results of the study showed that the development of new teacher evaluation plans at the our sites reflected Berman and McLaughlin's standard stages of change (1975). This change model (initiation, implementation, incorporation) was helpful in tracking the change process in the four schools. Three out of the four schools had a number of positives on the Change Assessment Guide and based on the narrative examples, interviews, and surveys the likelihood of incorporation was high. These three schools, designated as "successful sites," shared the rating GREAT EXTENT on 11 out of 29 statements that supported incorporation on the Change Assessment Guide.

Additional Information

Language: English
Date: 1993
Teachers $x Rating of
Educational change

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