QUALITY ASSURANCE AND RELIABILITY OF THE NORTH CAROLINA TEACHER EVALUATION PROCESS FOR EARLY CHILDHOOD EDUCATORS

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Taylor, H. (2019). QUALITY ASSURANCE AND RELIABILITY OF THE NORTH CAROLINA TEACHER EVALUATION PROCESS FOR EARLY CHILDHOOD EDUCATORS. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The North Carolina (NC) Teacher Evaluation Process (TEP) is used to evaluate Pre-K – 12th grade teachers. Early Childhood Educators (ECEs) who have obtained Birth - Kindergarten licensure are unique in that they work with children with and without disabilities and their families. Previous research has suggested that teachers may benefit from professional development and coaching support. The Early Education Support, Licensure, and Professional Development (EESLPD) office’s conceptual framework includes strong, evidence-based coaching components to support ECEs who work in inclusive, Pre-K and Developmental Day early childhood classrooms in NC. This research project uses qualitative research methods to investigate ECE perceptions regarding coaching support received as well as quantitative methods to explore areas of the NC TEP that ECEs are making progress or not. The quantitative methods used in this study will further support information gathered during the qualitative phases of this research project.

Details
Author

Taylor, Heather

Title

QUALITY ASSURANCE AND RELIABILITY OF THE NORTH CAROLINA TEACHER EVALUATION PROCESS FOR EARLY CHILDHOOD EDUCATORS

Physical Description

1 online resource (321 pages) : PDF

Date

2019

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The North Carolina (NC) Teacher Evaluation Process (TEP) is used to evaluate Pre-K – 12th grade teachers. Early Childhood Educators (ECEs) who have obtained Birth - Kindergarten licensure are unique in that they work with children with and without disabilities and their families. Previous research has suggested that teachers may benefit from professional development and coaching support. The Early Education Support, Licensure, and Professional Development (EESLPD) office’s conceptual framework includes strong, evidence-based coaching components to support ECEs who work in inclusive, Pre-K and Developmental Day early childhood classrooms in NC. This research project uses qualitative research methods to investigate ECE perceptions regarding coaching support received as well as quantitative methods to explore areas of the NC TEP that ECEs are making progress or not. The quantitative methods used in this study will further support information gathered during the qualitative phases of this research project.

Genre

doctoral dissertations

Subjects--Topics

Early childhood education
Teachers--Training of

Degree

Ph.D.

Keywords

Coaching
Early Childhood Education
Early Childhood Educator
Early Childhood Special Education
Inclusion
Preschool

Subject Area

Special Education

Advisor(s)

Lambert, Richard

Committee Members

McCorkle, Laura
Wood, Charles
Lassiter, Pam

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2019.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Taylor_uncc_0694D_12154

Permalink

http://hdl.handle.net/20.500.13093/etd:1982