THE IMPACT OF STANDARDS-BASED GRADING ON COTEACHER SELF-EFFICACY

This Dissertation in Practice explored the impact of implementing Standards-Based Grading (SBG) on co-teacher self-efficacy at Gold High School, a comprehensive public high school in Southern California. Guided by improvement science methodology, the study was organized into four iterative Plan-Do-Study-Act inquiry cycles, each targeting specific challenges in collaborative grading practices within co-taught classrooms. The central problem of practice focused on inequitable and inconsistent grading systems, particularly in coteaching settings where special education teachers were often excluded from meaningful assessment design and grading decisions. The intervention introduced SBG through professional development, rubric co-construction, scoring calibration, and AI-supported planning tools. Qualitative data was collected through empathy interviews, observation notes, using the Teacher Sense of Efficacy Scale and Co-Teaching Rating Scale, administered pre- and post-intervention. Results demonstrated measurable increases in co-teacher efficacy across all domains, particularly in instructional strategies and collaborative grading, alongside stronger role clarity, improved professional trust, and enhanced instructional alignment. Notably, special education teachers reported greater confidence in contributing to assessment decisions, while general education teachers recognized the benefits of shared instructional responsibility. The findings affirm that SBG, when implemented through structured collaboration and iterative feedback cycles, can promote grading equity, deepen instructional planning, and elevate teacher efficacy.