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As public schools continue to face growing pressure to increase standardized test scores and improve nationwide student achievement levels, policy makers and school officials are looking for every opportunity for improvement. Three of the major areas of focus in this national debate are teacher growth, effectiveness, and learning-centered cultures in schools that lead to teacher collective efficacy and improved student performance. This study will focus on teacher evaluations as a tool for promoting teacher growth, improving teacher effectiveness, and promoting a learning-centered culture in a rural public school. Specifically, the researcher plans to measure the impact of the Network For Educator Effectiveness (NEE) Data Tool upon teacher growth, effectiveness, and the learning-centered culture through teacher perceptions in one rural public high school (NEE Data Tool Online Manager, n.d.). ... According to Darling and Hammond et al. (2016), "The new law provides the possibility that states can create more balanced systems of support and accountability focused on educating young people so they can become productive, engaged citizens who are prepared for 21st century college and careers" (p. i). The language in ESSA appears to be more focused on a holistic approach to overall school improvement versus the specific student testing and school accountability focus of previous educational reform. The ESSA has more "reasonable goals and objectives [which] can be collaboratively established that align with the needs of studens" (American Federation of Teachers FAQ, 2018, p. 1). The political debate about state and national educational reform rages on, but for now the researchers opinion is that Missouri is in a somewhat stable and manageable place as related to teacher evaluations as a tool for promoting teacher growth and improving learning cultures in public schools.

Teacher perceptions of their evaluations : impact of the Network for Educator Effectiveness (NEE) data tool on teacher growth, teacher effectiveness, and learning-centered culture in a Missouri rural public high school