Complying with School Accountability Requirements and the Impact on School Leaders

Lock, Graeme; Lummis, Geoff

doi:10.14221/ajte.2014v39n2.7

Cited by 8 publications

(4 citation statements)

References 8 publications

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“…Policymakers across the globe, including those in Australia (Lock and Lummis, 2014), Belgium (Tuytens and Devos, 2011), Japan (Katsuno, 2010), Mexico (De Ibarrola, 2018) and other countries (Akiba, 2017), adopted substantive teacher evaluation reforms during the early 21st century. In the USA, this study's setting, many state education agencies adopted multiple teacher performance measures, instituted structured observation processes and effectively removed tenure, among other reforms (Steinberg and Donaldson, 2016).…”

Section: Introductionmentioning

confidence: 99%

Explaining variation in the implementation of observational processes by school leaders: evidence from a Tennessee-based researcher–practitioner partnership

Hunter

2022

JEA

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PurposeRecent teacher evaluation reforms across the globe can improve student outcomes, though doing so depends on implementation by school leaders. This study aims to describe how teacher reports about classroom observation processes (TROPs) vary across within-teacher observations, teachers and schools and depend on contextual, teacher and school characteristics.Design/methodology/approachA researcher–practitioner partnership collected TROPs using surveys administered multiple times during one semester and linked results to Tennessee administrative data. Random effects quantify TROP variation within examined clusters and estimate relationships between TROPs and the examined characteristics.FindingsAlthough observation processes are well implemented on average, TROPs vary considerably across teachers and observations within teachers over a short period. TROPs also depend on several examined characteristics, but not necessarily in ways predisposed toward teacher development.Originality/valueThe study extends the understanding of the degree and extent to which teacher evaluation implementation by school leaders varies. Leadership preparation programs and in-service support providers might use the evidence herein to improve the extent to which evaluation-related observation processes are implemented consistently and in ways supporting teacher development.

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Section: Introductionmentioning

confidence: 99%

Explaining variation in the implementation of observational processes by school leaders: evidence from a Tennessee-based researcher–practitioner partnership

Hunter

2022

JEA

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“…Increased accountability-in the form of teacher evaluation reform-has yielded models that place greater weight on student growth and seek to better differentiate between teachers who are more or less effective. These changes have been observed globally (e.g., Australia (Lock and Lummis, 2014), Belgium (Tuytens and Devos, 2018), Chile (Avalos-Bevan, 2018), China, Denmark (Rasmussen and Zou, 2014), Guinea (Dembélé and Schwille, 2006), Japan (Katsuno, 2010), Mexico (de Ibarrola, 2018), Portugal (Á vila de Lima and Silva, 2018), and the UK (Reynolds et al, 2003)), with pervasive efforts to use student test scores in teacher appraisals. Smith and Kubacka (2017) found that nearly 97% of teachers in 33 countries participating in the Teaching and Learning International Survey (TALIS) were appraised using student test scores.…”

Section: Introductionmentioning

confidence: 99%

Examining individual- and school-level predictors of principal adaptation to teacher evaluation reform in the United States: A two-year perspective

Lavigne¹

2018

Educational Management Administration & Leadership

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New teacher evaluation reform efforts in the United States hold principals accountable for improving teaching and learning. Yet little is known about how effective principals are at these instructional leadership tasks or how principals experience and adapt to the demands of teacher evaluation reform over time. In the current study, principals ( n = 78) in a Race to the Top state—Illinois—completed an online survey after the first and second year of implementation of a new teacher evaluation system. Principals felt significantly more confident in how to conduct formal classroom observations, placed more value on student achievement data, and placed less value on additional artifacts over time. Individual- and school-level factors were related to some aspects of principals’ adaptations over time. Implications are discussed.

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“…The past two decades have witnessed increased accountability (Dorn and Ydesen 2014;Mattei 2012;Smith 2014), impacting schools across the globe and in a number of countries, including Australia (Lock and Lummis 2014), Canada (Jaafar and Anderson 2007), China (Rasmussen and Zou 2014), Denmark (Rasmussen and Zou 2014;Ydesen and Andreasen 2014), England (Glatter 2012), and Guinea (Dembélé and Schwille 2006). In the USA, the most recent iteration of accountability has come in the form of Race to the Top (RttT), a competitive grant program launched in 2009 that has prompted states to revamp their teacher evaluation models (U.S. Department of Education [USDOE] 2013), placing supervision and evaluation at the center of reform discourse and action.…”

Section: Introductionmentioning

confidence: 99%

Teacher evaluation in Illinois: school leaders’ perceptions and practices

Lavigne

Chamberlain

2016

Educ Asse Eval Acc

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The aim of the current study is to assess school leaders' perceptions and practices in the context of a new policy that emphasizes teacher evaluation. The study draws from survey data of 606 K-12 school leaders in the USA in a state implementing a new teacher evaluation model under Race to the Top. Findings illustrate that school leaders spent significant time on teacher evaluation. Some felt this was a good investment of time (e.g., rich conversations with teachers), increasing the ability for evaluations to improve instruction. Most, however, perceived the time demands as a cost (e.g., spending longer hours on the job, delegating more tasks to others). School leaders felt very confident in their ability to conduct observations and provide feedback to teachers. The opposite was found for student achievement data. Administrators' reported preparedness, confidence, and beliefs suggest that barriers exist to using student achievement data to evaluate teachers. Findings suggest that school leaders need resources to build capacity, particularly in accommodating the new time demands of teacher evaluation. Administrators could benefit from professional development that addresses the use and value of student achievement if this measure continues to be a substantial component in teacher evaluation models.

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Complying with School Accountability Requirements and the Impact on School Leaders

Cited by 8 publications

References 8 publications

Explaining variation in the implementation of observational processes by school leaders: evidence from a Tennessee-based researcher–practitioner partnership

Explaining variation in the implementation of observational processes by school leaders: evidence from a Tennessee-based researcher–practitioner partnership

Examining individual- and school-level predictors of principal adaptation to teacher evaluation reform in the United States: A two-year perspective

Teacher evaluation in Illinois: school leaders’ perceptions and practices

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