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The analysis produced ten major themes with three subthemes each, synthesized into the DEEPS framework (Development, Evaluation, Engagement, Partnerships, Skills). Findings highlight misalignment between evaluation and CTE’s specialized instructional demands and recommend evaluation tools that reflect laboratory-based pedagogy, safety, technical skill development, and industry-aligned outcomes.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/perceptions-of-novice-career-and-technical-education-teachers-regarding-teacher-evaluations/580222/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/perceptions-of-novice-career-and-technical-education-teachers-regarding-teacher-evaluations/580222.png","ImageObject",300,407,{"name":92,"@type":93},"Theodore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What teaching population and setting were studied?","Question",{"text":111,"@type":112},"The study focused on 38 novice Career and Technical Education (CTE) teachers enrolled in a Midwestern research university’s alternative licensure program.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What framework did the researchers synthesize from the themes?",{"text":116,"@type":112},"Themes and subthemes were synthesized into the DEEPS conceptual evaluation framework: Development, Evaluation, Engagement, Partnerships, and Skills.",{"name":118,"@type":109,"acceptedAnswer":119},"What concerns did participants raise about teacher evaluations?",{"text":120,"@type":112},"Participants described teacher evaluation as misaligned with the specialized demands of CTE instruction and called for tools that better capture laboratory-based pedagogy, safety, technical skill development, and industry-aligned outcomes.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},580222,1792037182,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142,"preview_page_count":4},7971461740886,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Journal of Research in Technical Careers  \n\n| Volume 10  Issue 1 | Article 1 |\n| --- | --- |\n| 5-20-2026\u003Cbr>Perceptions of Novice Career and Technical Education Teachers Regarding Teacher Evaluations\u003Cbr>Felix Quayson\u003Cbr>Texas State University\u003Cbr>Chris Zirkle\u003Cbr>The Ohio State University\u003Cbr>Follow this and additional works at: [https://oasis.library.unlv.edu/jrtc](https://oasis.library.unlv.edu/jrtc)\u003Cbr> Part of the Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Higher Education Commons, Secondary Education Commons, Secondary Education and Teaching Commons, and the Vocational Education Commons |  |\n\nRecommended Citation  \nQuayson, F., & Zirkle, C. (2026) . Perceptions of Novice Career and Technical Education Teachers Regarding Teacher Evaluations. Journal of Research in Technical Careers, 10 (1) . [https://doi.org/10.9741/](https://doi.org/10.9741/)[ ](https://doi.org/10.9741/)2578-2118.1192  \nPerceptions of Novice Career and Technical Education Teachers Regarding Teacher Evaluations  \nCover Page Footnote  \nResearch Funding/Sponsorship Statement This research study is not supported by any research funding.  \nThis invited article is available in Journal of Research in Technical Careers: [https://oasis.library.unlv.edu/jrtc/vol10/](https://oasis.library.unlv.edu/jrtc/vol10/)[ ](https://oasis.library.unlv.edu/jrtc/vol10/)iss1/1  \nPerceptions of Novice Career and Technical Education Teachers Regarding Teacher Evaluations  \nFelix Quayson, Ed.D., Ph.D.  \nTexas State University  \nChris Zirkle, Ph.D.  \nThe Ohio State University  \nAs states expand funding for alternative teacher-licensure pathways, this qualitative descriptive case study examined how 38 novice Career and Technical Education (CTE) teachers in a Midwestern research university’s alternative licensure program perceived teacher evaluation during their first years in the profession. Analyses yielded ten major themes with three subthemes each, which were synthesized into the DEEPS conceptual evaluation framework: Development, Evaluation, Engagement, Partnerships, and Skills.  \nWe arranged the acronym DEEPS based on data analysis for conceptual coherence rather than order of occurrence. Participants described evaluation as misaligned with the specialized demands of CTE instruction and called for tools that better capture laboratory-based pedagogy, safety, technical skill development, and industry-aligned outcomes. They also emphasized the need for evaluator credibility in CTE contexts, actionable feedback, protected time for reflection, and professional learning that integrates instructional improvement with evaluation literacy. These findings offer a practitioner-grounded rationale for redesigning novice CTE teacher evaluation systems and inform policy and program decisions aimed at  \nstrengthening support, instructional quality, and retention in alternative licensure pipelines.  \nKeywords: career and technical education, novice teachers, perceptions, teacher evaluations  \nA Midwestern research university’s Career and Technical Education (CTE) teacher preparation program uses a four-year, in-service licensure model requiring 24 semester credit hours.  \nCandidates begin with a summer “boot camp” and receive first-year observations and feedback from a teacher educator; in years two through four, they complete one course per semester to  \nThis work is licensed under CC BY-NC-ND 4.0. To view a copy of this license, visit  \n[https://doi.org/1](https://doi.org/10h.t9t7p4s1/:/2/57c8r-e2a1t1i8v.e1c19o2mmons.org/licenses/by-nc-nd/4.0/)[0](https://doi.org/10h.t9t7p4s1/:/2/57c8r-e2a1t1i8v.e1c19o2mmons.org/licenses/by-nc-nd/4.0/)[h](https://doi.org/10h.t9t7p4s1/:/2/57c8r-e2a1t1i8v.e1c19o2mmons.org/licenses/by-nc-nd/4.0/)[.](https://doi.org/10h.t9t7p4s1/:/2/57c8r-e2a1t1i8v.e1c19o2mmons.org/licenses/by-nc-nd/4.0/)[t](https://doi.org/10h.t9t7p4s1/:/2/57c8r-e2a1t1i8v.e1c19o2mmons.org/licenses/by-nc-nd/4.0/)[9](https://doi.org/10h.t9t7p4s1/:/2/57c8r-e","cbCaik46iXztQyhx","https://ap.wps.com/l/cbCaik46iXztQyhx","pdf",358972,"English","# Abstract\n# Study Purpose and Context\n# Participants and Method\n# Findings and DEEPS Framework\n# Implications for CTE Teacher Evaluation\n# Keywords","[{\"question\":\"What teaching population and setting were studied?\",\"answer\":\"The study focused on 38 novice Career and Technical Education (CTE) teachers enrolled in a Midwestern research university’s alternative licensure program.\"},{\"question\":\"What framework did the researchers synthesize from the themes?\",\"answer\":\"Themes and subthemes were synthesized into the DEEPS conceptual evaluation framework: Development, Evaluation, Engagement, Partnerships, and Skills.\"},{\"question\":\"What concerns did participants raise about teacher evaluations?\",\"answer\":\"Participants described teacher evaluation as misaligned with the specialized demands of CTE instruction and called for tools that better capture laboratory-based pedagogy, safety, technical skill development, and industry-aligned outcomes.\"}]","Perceptions of Novice Career and Technical Education Teachers Regarding Teacher Evaluations | PDF",48]