Shaping Educator Sensemaking in Complex Systems? Policy-Directed Teacher Evaluation Models as Boundary Objects

Autor/inn/en	King, Kelley M.; Paufler, Noelle A.; Biritz, Rachel L.; Smits, Ryan M.
Titel	Shaping Educator Sensemaking in Complex Systems? Policy-Directed Teacher Evaluation Models as Boundary Objects
Quelle	In: Journal of Educational Supervision, 5 (2022) 1, S.88-116, Artikel 4 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Evaluation; Models; Public Schools; Teacher Education Programs; Educational Policy; Teacher Effectiveness; Elementary Secondary Education; Preschool Education; Faculty Development; Performance Based Assessment; Communities of Practice; Preservice Teacher Education; State Policy; Program Implementation; Program Effectiveness; Administrator Attitudes; Teacher Attitudes; High Schools; Suburban Schools; Supervisors; Texas + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Analogiemodell; Public school; Öffentliche Schule; Politics of education; Bildungspolitik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pre-school education; Vorschulerziehung; Leistungsermittlung; Community; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten; High school; Oberschule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule
Abstract	This study examined a state-wide, policy-directed teacher evaluation model implemented across public schools and educator preparation programs. Such models are grounded in a theory of action that situates teacher learning within social relationships, yet does not account for the complexity of systems. Results challenge policy's implicit theory that an evaluation model can function as a boundary object to create a common understanding of good teaching and positively impact teacher professional practice. We found contradictory evidence that the model served as a boundary object that facilitated shared sensemaking as mediated understandings of good teaching collided with expectations in classroom contexts. (As Provided).
Anmerkungen	University of Maine College of Education and Human Development. 334 Merrill Hall, University of Maine, Orono, ME 04469. Web site: https://digitalcommons.library.umaine.edu/jes/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01