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Principals’ Perspectives of a Race to the Top-Style Teacher Evaluation System

ePub

Douglas Wieczorek

Brandon Clark

George Theoharis

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Principals’ Perspectives of a Race to the Top-Style Teacher Evaluation System

Abstract: Set in a collective bargaining state in the Northeastern U.S., this exploratory case study investigated how a sample of 12 public school principals interpreted new teacher evaluation processes required by Race to the Top (RTTT). Principals reported that the RTTT evaluation system disrupted established routines and contractual guidelines for evaluating all their teachers and held principals more accountable for supervision and evaluation processes. The embedded evaluation protocols and rubrics established clearer expectations for teachers’ performance, and aligned state-, district-, and school-level instructional goals. However, principals believed the RTTT policy emphasis on teachers’ ratings raised concerns about their teachers’ employment status, professional growth, and instructional improvement. Our findings suggest that principals may have difficulty balancing instructional supervision and evaluation processes in these types of high-stakes policy systems.

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Balance of Instructional and Managerial Tasks as It Relates to School Leaders’ Self-Efficacy

ePub

Juliann Sergi McBrayer

Torri Jackson

Summer S. Pannell

Carl H. Sorgen

Antonio P. Gutierrez de Blume

Teri Denlea Melton

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Balance of Instructional and Managerial Tasks as It Relates to School Leaders’ Self-Efficacy

ABSTRACT: This study examined school leaders’ self-efficacy in relation to time spent on school instructional leadership and managerial tasks. Descriptive statistics yielded a mean score for leadership self-efficacy of 4.1/5.0. For every unit increase in time spent on instructional tasks, leadership self-efficacy scores increased and for every unit increase in time spent on managerial tasks, leadership self-efficacy decreased. In addition, 7% of school leaders spent more than 50% of their time on instructional tasks and 93% spent less than 50% and 45% of school leaders spent more than 50% of their time on management tasks and 55% spent less than 50%.

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Alternative Accountability Models: A Comparative Analysis of Site Visits in Two Urban School Districts

ePub

Kelly McMahon

Ashley Johnson

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Alternative Accountability Models

A Comparative Analysis of Site Visits in Two Urban School Districts

Abstract: The passage of ESSA in 2015 created a novel mandate for States to develop school accountability systems that use alternative measures of school quality beyond test scores. This created an opportunity for States to be innovative and make new forms of data available that could potentially lead to new strategies for improving schools. This study explored early experiments in alternative accountability measures in two urban districts. Drawing on interviews, documents, and observations gained through participant research, this study highlights the variable types of data the models made available to stakeholders and how those differences suggest different theories of change for improving schools. The findings highlight how different ways of specifying school quality point to different ideas about what schools should be responsible for improving.

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Using Classroom Observations and Student Surveys to Evaluate Alternatively Certified Teachers: A Case Study of the Arkansas Teacher Corps

ePub

Elise Swanson

Gary Ritter

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Using Classroom Observations and Student Surveys to Evaluate Alternatively Certified Teachers

A Case Study of the Arkansas Teacher Corps

Abstract: One of the greatest challenges faced by school leaders across the United States is the recruitment of high-quality educators, and many programs have been developed to address this problem. This study evaluates one such program. We evaluate the Arkansas Teacher Corps (ATC), an alternative teacher certification program that places teachers in high-needs schools in Arkansas. We measure teacher effectiveness through classroom observations and student surveys. We form our comparison group by matching ATC Fellows with 1–2 similar teachers in the same school who were not certified through ATC. We use multivariate regression to examine differences between ATC Fellows and comparison teachers on multiple dimensions of teaching. Students rate ATC teachers as significantly more effective on teacher-student relationships in class, teacher-student relationships out of class, and class engagement. Third-party observers detect no significant differences.

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Responding to State Mandates around Instruction: The Development of Administrator Social Networks in an Urban District

ePub

Rachel Roegman1

Seungyoon Lee

Thomas Hatch

Neva Stumberger

Kathryn Hill

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Responding to State Mandates around Instruction

The Development of Administrator Social Networks in an Urban District

Abstract: In this paper, we document development of administrator networks around teacher evaluation and Common Core in an urban district over four years. Using social network analysis, we look at the extent to which networks focused on instructional initiatives spanned formal roles. Findings highlight influences of role and grade level as well as the nature of different initiatives in the ways that networks developed. As interactions increase, administrators share their knowledge and expertise—and district leadership has the potential to develop structures that support this. We conclude with implications for policy and practice.

Key Words: Social Networks, Teacher Evaluation, Common Core, Social Capital, Organizational Routines

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