Examining the demands of teacher evaluation: time use, strain and turnover among Tennessee school administrators

Abstract

PurposeRecent teacher evaluation reforms around the globe substantially increased the number of teacher observations, consequently raising observers' (typically school administrators') observational loads. The purpose of this study is to examine associations between observational loads and school administrator turnover, reported time use and strain.Design/methodology/approachThe study uses education administrative data from the state of Tennessee to examine the link between observational loads and school administrator outcomes of interest. The results present credible regression estimates that isolate variation in observational loads within schools over time and within observers over time.FindingsThe evidence suggests individual school administrators allocate a set amount of time to observations that is insensitive to observational load and seemingly assign observations to colleagues strategically. School administrator reports do not suggest observational loads are associated with negative unintended consequences on administrator strain or observer turnover.Originality/valueThe study contributes to the literature on teacher evaluation by shedding light on how the constraints posed by an evaluation system may affect the work of school administrators. It also extends the job demands-resources theory that describes worker responses to new job demands.

Critical Feedback Characteristics, Teacher Human Capital, and Early-Career Teacher Performance: A Mixed-Methods Analysis

“…For example, emerging quasi-experimental research finds that more observations do not improve student achievement (de Barros, 2019; Hunter, 2019). Furthermore, while there is mixed evidence concerning the burdens of higher observational loads on evaluators, it seems that evaluators may cope with higher loads by reducing time spent in pre- and post-conferences, potentially undermining the developmental goals of increasing observations (Hunter & Rodriguez, 2021; Kraft & Gilmour, 2016; Rigby, 2015). Ultimately, we believe there is not yet enough evidence to inform policy regarding the provision of CFCs, highlighting the need for more research.…”

“… 7. Emerging evidence suggests that administrators tend to assign more observations to white colleagues with more years of experience, higher prior-year administrator observation scores, and advanced degrees (Hunter & Rodriguez, 2021). …”

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

“…Recent work finds that teacher prior-year effectiveness and years of experience predict the quality of feedback teachers receive (Hunter and Springer, 2022). Additionally, teacher race/ethnicity and gender affect their observation scores and processes (Steinberg and Sartain, 2021) and their level of education is related to the frequency of observations received (Hunter and Rodriguez, 2021). Observer characteristics may also be associated with some TROPs.…”

“…Observations afford observers, most of whom are principals or assistant principals (i.e. “school leaders”), opportunities to identify teacher-specific strengths and weaknesses, set improvement goals and discuss strategies for improvement with the ultimate goal of improving teaching and student outcomes (Hunter and Rodriguez, 2021; Kraft and Gilmour, 2016).…”

“…First, evaluation reforms are costly, with observation system reforms representing most expenses (Stecher et al, 2016). Second, some school leaders report that evaluation reforms are burdensome (Kraft and Gilmour, 2016), although those burdens may diminish in more mature systems (Hunter and Rodriguez, 2021). Nonetheless, school leaders in any system devote substantial time to evaluation-related activities (Grissom et al, 2013;Hunter and Rodriguez, 2021).…”