FROM COMPLACENCY TO EFFECTIVENESS: CHANGING THE PRACTICE OF TEACHER EVALUATION THROUGH THE USE OF HIGH-YIELD INSTRUCTIONAL

Abstract

This mixed-methods inquiry examined how the North Carolina Educator Evaluation System (NCEES) and a walkthrough feedback tool aligned with high-yield instructional strategies influence teacher instructional practice, student performance, and leadership development within a K–12 secular school context. The inquiry unfolded across three phases: Phase I, a pilot study that tested and refined the walkthrough instrument for validity and alignment with the NCEES framework; Phase II, the implementation of the tool to collect quantitative walkthrough data on high-yield instructional strategies; and Phase III, a qualitative exploration through semi-structured interviews with participating teachers. Results revealed that teachers perceived feedback as the primary catalyst for professional growth and viewed evaluation as most effective when aligned with walkthrough data, relational trust, and actionable reflection. The six areas of analysis – feedback, reflection, alignment, authenticity, collaboration, and accountability – revealed that evaluation was most transformative when feedback was timely and specific, when reflection was guided by clear evidence from walkthroughs, when expectations and evaluative messages were aligned, when interactions were transparent and grounded in genuine instructional practice, when teachers engaged in shared problem-solving, and when accountability structures supported growth rather than compliance. The inquiry also fostered leadership growth, highlighting the importance of empathy, communication, and collaborative supervision. Findings suggest that feedback-rich, relationship-centered evaluation models enhance teacher efficacy, promote instructional equity, and foster a school-wide culture of continuous improvement.