UCLA

The objective of this study was to document teachers' and administrators' perceptions of how, if at all, LAUSD's new Teacher Growth and Development Cycle (TGDC) changed their practice in ways that can be expected to lead to improved student learning. Specific emphasis was placed on how the TGDC, the comprehensive observational system (teacher self-assessment, lesson plan, pre-conference lesson plan feedback, pre-observation conference, observation, post-observation conference) allowed teachers and administrators to reflect on and improve their individual practice, and the quality of learning in the classroom. The sample included a combination of nine teachers and three administrators from two independent small urban high schools located on one site. In-depth qualitative interviews generated data on what teachers and administrators self-reported to be the changes in their practice and perceptions as a result of their experience navigating through this new teacher evaluation system. The findings of the study demonstrate how the evaluation system, when implemented in ideal conditions, where there is strong leadership, a positive school climate, and a focus on professional learning, can facilitate a reflective process for participants that can lead to improved teacher and administrator practice.