Making Sense, Making Do: Local District Implementation of a New State Induction Policy

Autor/in	Ellis, Chad D.
Titel	Making Sense, Making Do: Local District Implementation of a New State Induction Policy
Quelle	In: International Journal of Education Policy and Leadership, 11 (2016) 7, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-5062
Schlagwörter	State Policy; Beginning Teacher Induction; Program Implementation; School Districts; Barriers; Fidelity; Performance Factors; Mentors; Semi Structured Interviews; Administrator Attitudes; Teacher Attitudes; Academic Achievement; Faculty Development; Administrative Organization; School Support; Connecticut + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Leistungsindikator; Lehrerverhalten; Schulleistung; Schulförderverein
Abstract	Connecticut's Teacher Education and Mentoring (TEAM) program is in its early stages of implementation. This study examined how local school districts implemented TEAM and identified factors that affected implementation. It was based on interviews with twenty-two participants at the state, district, and local school levels. The intentions of the program designers at the state level were compared to district- and school-level understandings of the program's intentions and how those understandings influenced implementation. Additionally, factors affecting local understanding and implementation of the new program were described. The findings of this study suggest that there was close alignment of understanding between the state and local implementers on the key provisions of the program related to its role as a professional development tool. The data reveal tacit rather than explicit understanding at the local level of the program's intention to improve student achievement. Variations in understanding can be attributed to other factors, including contextual, structural, cognitive, and affective elements. (As Provided).
Anmerkungen	PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01