Abstract:
Through the evolving arena of educational reform over decades, educational policy with
emphasis on teacher evaluation has become a priority. This study investigated the benefit of
support as identified via observation evaluation scores through an online professional learning
system. Teachers with an evaluation rating of needs improvement and ineffective were offered a
professional learning opportunity in order to provide support and measure improvement by the
observational rubric used in teacher evaluation. A quantitative research design was utilized
through the collection of archival observational data over a two-year period as well as survey
data to gather teachers’ perceptions of their own improvement post training.
Results suggested teachers benefitted from the online professional learning as participants
improved their scores and categorical ratings. Teachers who participated confirmed that they
perceived they improved in their instruction after participating in the module. It is important to
note that the teachers who were invited to participate and those who chose not to participate
improved in their teacher observable scores and categorical ratings in year two. The research is
consistent with the value of professional learning and has implications for policy makers both at
the state and district level.
