Running

Head: EVALUATION AND DEVELOPMENT OF EFFECTIVE INSTRUCTION AT WESTSIDE HIGH SCHOOL

Elements and Supervision of Effective Instruction In Science and Mathematics at

Westside High School
Jordan Rhodes
Advisor: Dr. Krista Adams, University of Nebraska - Lincoln
TEAC 899
May 6, 2015

Rhodes 1

Running Head: EVALUATION AND DEVELOPMENT OF EFFECTIVE INSTRUCTION AT WESTSIDE HIGH SCHOOL

Rhodes 2

Abstract
Highly effective school systems serve as a critical foundation of a successful future for many of
todays youth. Therefore, it is crucial that school leaders design unified systems that are able to evaluate
and foster professional growth in ways that build the instructional capacity of teachers based upon what
the teachers themselves deem to be important for their success, as it is the educators who, arguably, have
the greatest responsibility for teaching todays children. The purpose of this research project is to explore
and compare the professional qualities of teachers in the Westside High School science and math
departments to qualities identified in the research of distinguished educational scholars. This study takes a
closer look at the ways in which Westside High School (Omaha, NE) is evaluating its science and math
teachers and subsequently supporting these teachers through professional development programming.
Three science teachers and three math teachers serve as participants for this qualitative case
study. Interviews and observations of participants were framed around the central question: How does
Westside High School ensure effective teaching in the areas of science and math as the District defines
such practice? Emergent themes describe the current state of instructional evaluation and development at
Westside High School and are juxtaposed with literary suggestions relating to these aspects of modern
school systems. During the interview process, the teachers efficacy for understanding Hunters Essential
Elements of Instruction materialized, as did their varying instructional strengths and weaknesses.
Furthermore, it became clear that Westside High School and District 66 have some components of teacher
evaluation, support, and development that could serve as exemplars for other districts while other
components merit future discussion. By studying the practices used by Westside High School to evaluate
and train its teachers, strengths of Westside High Schools professional development model based on the
experiences of the teaches are identified and strategies are suggested that could improve the quality of
teaching that occurs at this school. The teachers anxiety about the future of evaluation and professional
development in District 66 guides the recommended actions aimed at designing a system in which teacher
evaluation and development work synergistically to build the capacity of Westside High Schools
teachers.