Date of Award
Fall 12-2023
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
School
Education
Committee Chair
Dr. Kyna Shelley
Committee Chair School
Education
Committee Member 2
Dr. Audra Classen
Committee Member 2 School
Child and Family Studies
Committee Member 3
Dr. Hollie Filce
Committee Member 3 School
Education
Committee Member 4
Dr. Kevin Wells
Committee Member 4 School
Education
Committee Member 5
Dr. Alex Smith
Abstract
This study explored the relationship between the Mississippi Department of Education’s (MDE) Professional Growth System school-wide Teacher Growth Rubric (TGR) score averages by standard and student academic and behavioral outcomes (i.e. state assessment scores, discipline referrals, suspensions, attendance.). The study also examined the relationship among Schoolwide Positive Behavior Interventions and Supports (SWPBIS) implementation fidelity, MDE TGR scores, and student outcomes. Twenty-seven schools were selected to participate in the study. Fifteen of the schools were implementing with fidelity during the 2021-2022 school year, as measured by the Tiered Fidelity Inventory (TFI), and twelve schools were not implementing SWPBIS during the 2021-2022 school year.
Results found significant relationships between some MDE TGR standards and student outcomes. Additionally, the results showed that schools implementing SWPBIS to fidelity had more positive student behavioral outcomes but lower academic and overall MDE TGR average scores. Future research with larger samples is recommended to further explore the impact of teacher evaluations and SWPBIS on teacher and student outcomes and inform the development of teacher evaluation tools.
Recommended Citation
Boyd, Kasey Catherine Keith, "TEACHER EVALUATIONS, PBIS IMPLEMENTATION, AND STUDENT OUTCOMES" (2023). Dissertations. 2185.
https://aquila.usm.edu/dissertations/2185