Date of Award

12-11-2025

Degree Type

Dissertation

Degree Name

Doctorate of Education (Ed.D.)

Department

Educational Leadership

First Advisor

Eleni Coukos Elder

Abstract

This quantitative, correlational study examined the relationship between teacher, evaluation scores and student achievement using Tennessee's Educator Acceleration Model (TEAM) evaluation system at Spencer Elementary School in rural Van Buren County. The study analyzed data from nine teachers across grades 3-5 and 150 students, investigating correlations between TEAM evaluation scores, Level of Effectiveness (LOE) ratings, and student performance on Tennessee Ready assessments in mathematics, English Language Arts, and science. Key findings revealed a counterintuitive experience-performance paradox: while teacher years of experience positively correlated with evaluation scores (r=.422, p<.001) and LOE ratings (r=.132, p=.024), it negatively correlated with student English Language Arts achievement (r=- .174, p=.039). The study demonstrated strong internal consistency within the TEAM evaluation system, with significant correlations between LOE scores and teacher evaluation ratings (r=.375, p<.001). However, only weak correlations emerged between teacher evaluation scores and student achievement outcomes, with a slight positive relationship found only in English Language Arts (r=.165, p=.049). The research revealed robust cross-subject correlations in student achievement (r=.706, p<.001), suggesting that effective teaching impacts learning holistically rather than in subject specific ways. These findings challenge assumptions about the predictive validity of observation-based evaluation systems and highlight the complexity of measuring teaching effectiveness. Implications for educational leaders include reconsidering the relationship between teacher experience and effectiveness, implementing differentiated professional development based on evaluation data rather than years of service, and developing more nuanced approaches to using evaluation systems that integrate multiple measures of teacher impact on student learning outcomes.

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