Exploring Administrator Perceptions about the Impact of the Art and Science of Teaching Framework on Teacher Effectiveness


Debra A. Lee

Document Type


Degree Name

Doctor of Education (Ed.D)


Educational Administration

Date of Award

Spring 2015


Research indicates that the most important factor affecting student achievement is the teacher. In light of this research and President Obama's Blueprint for Reform directive to ensure effective teachers in every classroom, school administrators have found themselves seeking methods to develop teacher expertise, to remove disparity between the effectiveness of instructional practice, and to ensure quality teaching in all classrooms. An overarching problem is that a varied understanding of effective teaching exists, which has created a misaligned system within schools and formed a barrier to systemic teacher development. Schools also lack the internal structures, processes, and norms necessary to develop and deploy effective teaching in every classroom. In a broad sense, the premise of this qualitative study was to understand how a comprehensive teaching framework might create an aligned effort to support teacher effectiveness. Specifically, the researcher applied phenomenological inquiry to analyze the perceptions of elementary campus administrators in one Texas school district concerning the influence of the Art and Science of Teaching (AST) framework on teacher effectiveness. The tradition of phenomenology provided the means to analyze participants' views collected from one-on-one interviews and to build a holistic picture of their experiences inductively. Interview data revealed the following four overarching themes (a) culture, (b) reflective practice, (c) professional growth, and (d) success criteria. Elementary campus principals who participated in this study perceived that the AST framework had a positive effect on teacher effectiveness. Additionally, participants believed that the framework enabled a common language for instruction and provided an exemplar of effective teaching and a continuum of skills for reflective practice while supporting ongoing, embedded professional development for teachers. Principals also reported observing a notable shift in campus culture after implementing the framework. The information collected in this study adds to the body of knowledge related to the AST framework and contributes to the larger conversation in education regarding structures and cultures that cultivate effective teaching.


Arthur J.Borgemenke

Subject Categories

Education | Educational Administration and Supervision | Educational Leadership