Literaturnachweis - Detailanzeige
| Autor/inn/en | Wieczorek, Douglas; Clark, Brandon; Theoharis, George |
|---|---|
| Titel | Principals' Perspectives of a Race to the Top-Style Teacher Evaluation System |
| Quelle | In: Journal of School Leadership, 28 (2018) 5, S.566-595 (30 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-6846 |
| DOI | 10.1177/105268461802800501 |
| Schlagwörter | Principals; Administrator Attitudes; Teacher Evaluation; Teacher Effectiveness; Public Schools; Accountability; Educational Policy; Instructional Leadership; Teacher Supervision; Observation; Professional Development; Educational Legislation; Federal Programs; Federal Legislation; Federal Aid Principal; Schulleiter; Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Public school; Öffentliche Schule; Verantwortung; Politics of education; Bildungspolitik; Instruction; Leadership; Bildung; Erziehung; Führung; Beobachtung; Bildungsrecht; Schulgesetz; Bundesrecht |
| 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. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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