Distributed Leadership and Organizational Change: Implementation of a Teaching Performance Measure

Sloan, Tine

doi:10.1080/1547688x.2013.751313

Cited by 31 publications

(41 citation statements)

References 14 publications

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“…Employers strive to input modifications when utilizing change (Hanafizadeh & Osouli, 2011). The use of leadership is to incorporate the needs of the organization cohesiveness and the workgroup (Sloan, 2013). The study continues to ascertain the impact on experiences during the hiring process (Demuijnck, 2009).…”

Section: International Journal Of Human Resource Studiesmentioning

confidence: 99%

“…Social identity theory focuses on strategies for hiring the best candidate despite social affiliation (Bergerson & Huftalin, 2011). Effective hiring practice can recruit and hired competent workforce, increase employee attitudes, and work performance to develop organizational change (Sloan, 2013). P2 indicated, "Our HR coordinator and I will conduct the interviews, separately or together, then compare our notes and observations.…”

Section: International Journal Of Human Resource Studiesmentioning

confidence: 99%

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Recruitment Strategies, Matrices, and Techniques Used in Hiring Veterans

Agard

2017

IJHRS

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Successful transition to civilian employment is a challenge for veterans. The purpose of this single case study was to explore critical aspects of hiring managers' decision-making process and to understand how these strategies and techniques affect the hiring of veterans. Tajfel and Turner's social identity theory and Lewin's organizational change model formed the conceptual framework for the study. The participants for this study were 8 hiring managers from a midsized company in the Upper Hudson Valley Region, New York. Data were collected using semi-structured interviews. The data were analyzed and coded and 4 themes emerged: strategies used to fill open positions, specific recruitment and interview protocols, veterans' skills from military training, and lack of experience with hiring veterans. The study results may contribute to veteran's awareness of the skills that employers are seeking that veterans may be able to fulfill. The results of the study could create an opportunity for hiring managers to recognize that veterans represent a trained, ready-made talent pool. The social impact of the study could help hiring managers identify and design the required job description criteria to include the transferable skills of veterans.

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Section: International Journal Of Human Resource Studiesmentioning

confidence: 99%

Section: International Journal Of Human Resource Studiesmentioning

confidence: 99%

Recruitment Strategies, Matrices, and Techniques Used in Hiring Veterans

Agard

2017

IJHRS

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“…After more than a decade of TPA use, the process of using TPA data to inform program work is an entrenched practice that has facilitated distinct programmatic changes and a particular culture of inquiry within which faculty conduct their work (Sloan 2013;Peck et al , 2010. In contrast, the accreditation survey data, first reported to the state in 2008, has yet to be well integrated into the culture and processes developed with the TPA data, and hence, yet to be integrally useful in program renewal efforts.…”

Section: The Program At Uc Santa Barbaramentioning

confidence: 99%

Data and learning that affords program improvement: a response to the U.S. accountability movement in teacher education

Sloan

2015

Educ Res Policy Prac

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The current U.S. education agenda places unprecedented attention on improving the quality of its roughly fifteen hundred teacher preparation programs. The effort places considerable weight on measuring program effectiveness and includes a push to hold programs accountable for their graduates' effects on student performance. Concerns regarding the use of value-added methodologies for this purpose, combined with unsatisfactory measures historically in use (e.g., multiple-choice tests of teaching knowledge, surveys of program graduates), have led many states to adopt the use of a teaching performance measure (see, e.g., www.pacttpa.org and www.edtpa.aacte.org). States and programs have allocated significant resources to the use of multiple metrics in the quest for program accountability, but far less effort has been paid to the use of such metrics for program improvement. Given the rather limited research on how programs use these data to improve (see e.g., Peck and McDonald in New Educ 9(1):12-28, 2013), the following offers a case analysis of faculty learning as a function of data use for program improvement. In particular, the case presents an analysis of the types of data that mediated faculty learning within a program, and the organizational conditions that facilitated learning and program renewal.

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“…In addition to providing candidates the necessary time to complete the PACT, this provides teacher education faculty with the time and space to form a collective understanding of candidates' practice (Sloan, 2013). The suspension of classes provides all teacher educators (faculty, clinical faculty, and supervisors) with the opportunity to deepen their understanding of PACT's rubrics and a space to evaluate candidates' teaching in relation to the rubric.…”

Section: University Of California At Santa Barbara's Teacher Educatiomentioning

confidence: 99%

“…Based on their analysis of the pedagogical content knowledge required by PACT, faculty members developed common lesson plan templates (Sloan, 2013) as well as rubrics for assessing candidates' work (Peck, Gallucci, Sloan, & Lippincott, 2009).…”

Section: University Of California At Santa Barbara's Teacher Educatiomentioning

confidence: 99%

Professional Accountability for Improving Life, College, and Career Readiness

Snyder

Bristol

2015

EPAA

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This article builds on Darling-Hammond, Wilhoit, and Pittenger's (2014) new paradigm on Accountability for College and Career Readiness by focusing on one of its three pillarsprofessional accountability. The article begins by offering a conceptual framework for professional accountability for improvement. Next, it highlights slices of four organizations whose improvements efforts serve as a model for professional accountability. Then the article provides an overview of what a complete system of professional accountability would require. The article ends with a narrative of a teacher's career in an imagined future where school, district, state, and federal contexts are designed and provide resources for a cohesive constellation of policies, programs, and practices that increase learning for children, adults and the entire system. Keywords: Professional accountability; education policy; teachersResponsabilidad educativa profesional para mejorar la vida, preparación universitaria y profesional Resumen: Este artículo se basa en el trabajo de Darling-Hammond, Wilhoit, y Pittenger y su propuesta de un nuevo paradigma de responsabilidad educativa para la preparación universitaria y profesional, centrándose en uno de sus tres pilaresla-responsabilidad profesional. Este artículo presenta un marco conceptual para entender la responsabilidad profesional. A continuación, se destacan los aportes de cuatro organizaciones cuyas mejoras sirven como modelo de responsabilidad profesional. A continuación, se presenta una visión general de lo que requeriría desarrollar un sistema completo de responsabilidad profesional. El artículo concluye con un relato imaginario de la carrera de una maestra en un futuro donde la escuela, el distrito, el estado y contextos federales están diseñados y proporcionan recursos para una lograr las políticas, programas y prácticas que aumenten el aprendizaje de niños, adultos y el sistema educativo en su totalidad. Palabras clave: responsabilidad profesional; política educativa; profesores Responsabilidade educativa profissional para melhorar a vida, os estudos universitarios e as carreiras profissionais Resumo: Este artigo é baseado no trabalho por Darling-Hammond, Wilhoit, e Pittenger e sua proposta de um novo paradigma de responsabilidade educacional para os estudos universitários e as carreiras profissionais, focando em um dos seus três pilares-a responsabilidade profissional. Este artigo apresenta uma estrutura conceitual para a compreensão da responsabilidade profissional. Depois destacamos as contribuições de quatro organizações cujas melhorias sirvem como um modelo de responsabilidade profissional. Na terceira parte do artigo se oferece uma visão geral do que exigiria desenvolver um sistema completo de responsabilidade profissional. O artigo conclui com uma narrativa imaginária da carreira de uma professora em um futuro onde as escolas, distritos, organizações estaduais e federais são projetadas para fornecer recursos para coordenar as políticas, programas e práticas para melhorar a a...

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Distributed Leadership and Organizational Change: Implementation of a Teaching Performance Measure

Cited by 31 publications

References 14 publications

Recruitment Strategies, Matrices, and Techniques Used in Hiring Veterans

Recruitment Strategies, Matrices, and Techniques Used in Hiring Veterans

Data and learning that affords program improvement: a response to the U.S. accountability movement in teacher education

Professional Accountability for Improving Life, College, and Career Readiness

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