Principals’ informal methods for appraising poor-performing teachers

Yariv, Eliezer

doi:10.1007/s11092-009-9081-3

Cited by 12 publications

(26 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Additionally, the study sought to determine what supervisory methods were most useful in providing assistance to the marginal teacher. Similar to other studies by Ikemoto, Taliaferro, and Adams (2012) and Yariv (2004Yariv ( , 2009, male and female principals in this study relied on informal supervisory methods to diagnose marginal teaching. These informal techniques included classroom walkthroughs and informal classroom observations.…”

Section: Discussionsupporting

confidence: 59%

“…With the exception of the female principals in the Rocky Mountain State, all other principal groups ranked informal classroom observation in second place. The findings are important to note because both classroom walkthroughs and informal classroom observations allow principals to evaluate teachers' instruction on a more routine basis, thus painting a clearer picture of teacher effectiveness (Marshal, 2005(Marshal, , 2012bYariv, 2009). This also allows principals to observe teacher practice in a natural, unplanned fashion as opposed to formal classroom observations in which teachers have prior knowledge they will be observed (Marshal, 2009(Marshal, , 2012aRange et al, 2011;Sather, 2009).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Principals' Perceived Supervisory Behaviors Regarding Marginal Teachers in Two States

Range¹,

Hewitt²,

Young³

2014

AIJ

View full text Add to dashboard Cite

This descriptive study used an online survey to determine how principals in two states viewed the supervision of marginal teachers. Principals ranked their own evaluation of the teacher as the most important factor when identifying marginal teachers and relied on informal methods to diagnose marginal teaching. Female principals rated a majority of supervisory methods and data sources as being more useful and the importance of formative assessments and teachers' self-reflection as significantly more important than did male principals. Female principals adopted a procedural style, while males identified with the situational style when working with marginal teachers..

show abstract

Section: Discussionsupporting

confidence: 59%

Section: Discussionmentioning

confidence: 99%

Principals' Perceived Supervisory Behaviors Regarding Marginal Teachers in Two States

Range¹,

Hewitt²,

Young³

2014

AIJ

View full text Add to dashboard Cite

show abstract

“…First, principals must be ready to work hard, assume responsibility and become directly involved. Such a decision requires courage and determination, and it contrasts with principals’ tendency to shy away from conflicts and threats, found in previous studies (Yariv, 2009; Bridges, 1992). The decision not to accept the current situation, even at the expense of difficult negotiations and emotional stress, is an essential first step to change the current situation.…”

Section: Discussionmentioning

confidence: 75%

Assisting struggling teachers effectively

Yariv¹,

Kass²

2017

Educational Management Administration & Leadership

Self Cite

View full text Add to dashboard Cite

In this research, we examine strategies school principals have used to assist struggling teachers. In an open-ended questionnaire designed for this study, we asked 219 school principals to describe a successful intervention they held. The results show that principals prefer supportive assistance to organizational changes (such as moving the teacher to another class). They rarely used confrontational approaches. A content analysis of the strategies that enabled successful intervention identified four conditions: (a) principals’ willingness to intervene; (b) intensive use of measures and resources; (c) the teacher’s willingness to make changes; and (d) the need for flexibility in managing the intervention. The findings indicate the need to train principals to assist struggling teachers more effectively and to encourage them to become more assertive. This requires a professional development program for teachers and principals, guidance in classroom management, as well as organizational, financial, and human support.

show abstract

“…Principals commonly struggle to have effective conversations about staff performance issues and typically work around the issues rather than directly address them (Cardno, 2007; Pajak & Arrington, 2004; Yariv, 2009). Principals in the United Kingdom also identify dealing with weak teachers and resistance to change as ongoing challenges (Crow & Weindling, 2010).…”

Section: Principal Capability In Addressing Performance Issuesmentioning

confidence: 99%

The Interpersonal Challenges of Instructional Leadership

Fevre

Robinson

2014

Educational Administration Quarterly

View full text Add to dashboard Cite

Purpose: Principals commonly struggle to have effective conversations about staff performance issues, tending to tolerate, protect, and work around such issues rather than effectively addressing them. This article evaluates principals’ effectiveness in having “difficult” conversations with parents and with teachers. Research Methodology: This article reports a partial replication of a previous study in which the theoretical framework of Argyris and Schön was used to analyze the interpersonal effectiveness of newly appointed principals in a conversation with a parent. In this study, the results of these same 27 principals are compared with those gained in a second difficult conversation, this time with a teacher. The conversations were standardized by limiting each to 7 minutes and using the same actor to play the part of the parent complainant and teacher. Findings: Overall, principals demonstrated consistently low to moderate levels of skill across the two conversations. Typically, principals were more skilled in advocating their own position than in deeply inquiring into and checking their understanding of the views of the parent or teacher. Implications: Leaders need the confidence and skills to engage in productive and respectful conversations about the quality of teaching and learning to be effective instructional leaders. Consistent low to moderate capabilities demonstrated in these conversations suggest that educational improvement demands targeted professional learning for leaders. This research contributes to a research and development agenda by identifying the patterns of reasoning and action that constrain and facilitate more effective interpersonal capabilities.

show abstract

Principals’ informal methods for appraising poor-performing teachers

Cited by 12 publications

References 14 publications

Principals' Perceived Supervisory Behaviors Regarding Marginal Teachers in Two States

Principals' Perceived Supervisory Behaviors Regarding Marginal Teachers in Two States

Assisting struggling teachers effectively

The Interpersonal Challenges of Instructional Leadership

Contact Info

Product

Resources

About