Central Office Supports for Data-Driven Talent Management Decisions: Evidence from the Implementation of New Systems for Measuring Teacher Effectiveness

Autor/inn/en	Grissom, Jason A.; Rubin, Mollie; Neumerski, Christine M.; Cannata, Marisa; Drake, Timothy A.; Goldring, Ellen; Schuermann, Patrick
Titel	Central Office Supports for Data-Driven Talent Management Decisions: Evidence from the Implementation of New Systems for Measuring Teacher Effectiveness
Quelle	In: Educational Researcher, 46 (2017) 1, S.21-32 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
Schlagwörter	Teacher Effectiveness; Teacher Evaluation; Personnel Management; Decision Making; Data; Barriers; Principals; Urban Schools; School Districts; Charter Schools; Central Office Administrators; Interviews; Professional Development; Expertise; Organizational Culture; Mixed Methods Research; Maryland (Baltimore); Colorado (Denver); Florida; Texas (Houston); Tennessee (Memphis); Tennessee (Nashville); California (Los Angeles) + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Personalmanagement; Decision-making; Entscheidungsfindung; Daten; Principal; Schulleiter; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Charter school; Charter-Schule; Interviewing; Interviewtechnik; Expert appraisal; Unternehmenskultur
Abstract	School districts increasingly push school leaders to utilize multiple measures of teacher effectiveness, such as observation ratings or value-added scores, in making talent management decisions, including teacher hiring, assignment, support, and retention, but we know little about the local conditions that promote or impede these processes. We investigate the barriers to principals' use of teacher effectiveness measures in eight urban districts and charter management organizations that are investing in new systems for collecting such measures and making them available to school leaders and the supports central offices are building to help principals overcome those barriers. Interviews with more than 175 central and school leaders identify barriers in three main areas related to accessing measures, analyzing them, and taking action based on their analysis. Supports fall into four categories: professional development, connecting principals to sources of expertise, creating new structures or tools, and building a data use culture. Survey analysis suggests that indeed principals in high support systems perceive lower barriers to data use and report greater incorporation of teacher effectiveness measures into their talent management decisions. (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	2020/1/01