Making Sense of Teacher Evaluation Policies and Systems Based on Principals' Experience.
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| Title: | Making Sense of Teacher Evaluation Policies and Systems Based on Principals' Experience. |
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| Authors: | Reid, David B.1 (AUTHOR) david.reid@shu.edu |
| Source: | Leadership & Policy in Schools. Apr-Jun2020, Vol. 19 Issue 2, p304-318. 15p. 1 Chart. |
| Subject Terms: | *Teacher evaluation, *Elementary school principals |
| Geographic Terms: | Michigan |
| Abstract: | This qualitative study investigates how different types of work experience shape principal sense-making of new teacher evaluation policies and systems. The U.S. state of Michigan is a timely state to study this phenomenon as Michigan has experienced significant changes to its teacher evaluation policy and system, tasking principals with making sense of these changes. Data come from 12 public elementary school principals and includes interviews (N = 36), observations of principal evaluative practices (N = 24), and additional teacher evaluation documents. Three primary findings emerged after an analysis of the data: years of experience as a principal, years of experience at one school, and years of experience as a teacher shape how principals make sense of and ultimately enact teacher evaluation policies and systems. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 144283570 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Making Sense of Teacher Evaluation Policies and Systems Based on Principals' Experience. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Reid%2C+David+B%2E%22">Reid, David B.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> david.reid@shu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Leadership+%26+Policy+in+Schools%22">Leadership & Policy in Schools</searchLink>. Apr-Jun2020, Vol. 19 Issue 2, p304-318. 15p. 1 Chart. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+evaluation%22">Teacher evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+school+principals%22">Elementary school principals</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This qualitative study investigates how different types of work experience shape principal sense-making of new teacher evaluation policies and systems. The U.S. state of Michigan is a timely state to study this phenomenon as Michigan has experienced significant changes to its teacher evaluation policy and system, tasking principals with making sense of these changes. Data come from 12 public elementary school principals and includes interviews (N = 36), observations of principal evaluative practices (N = 24), and additional teacher evaluation documents. Three primary findings emerged after an analysis of the data: years of experience as a principal, years of experience at one school, and years of experience as a teacher shape how principals make sense of and ultimately enact teacher evaluation policies and systems. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=144283570 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/15700763.2018.1554158 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 304 Subjects: – SubjectFull: Teacher evaluation Type: general – SubjectFull: Elementary school principals Type: general – SubjectFull: Michigan Type: general Titles: – TitleFull: Making Sense of Teacher Evaluation Policies and Systems Based on Principals' Experience. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Reid, David B. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr-Jun2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 15700763 Numbering: – Type: volume Value: 19 – Type: issue Value: 2 Titles: – TitleFull: Leadership & Policy in Schools Type: main |
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