Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal

Neumerski, Christine M.; Grissom, Jason A.; Goldring, Ellen; Rubin, Mollie; Cannata, Marisa; Schuermann, Patrick; Drake, Timothy A.

doi:10.1086/700597

Cited by 67 publications

(67 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…On its face, this would appear to promote interrater reliability. However, if the associated increase in time commitment is too steep, principals and evaluators might consciously or unconsciously rush through observations, detrimentally affecting interrater reliability and more generally diminishing the fundamental worthiness of the evaluation process and results (Cosner, Kimball, Barkowski, Carl, & Jones, 2015;Neumerski et al, 2018;Derrington & Martinez, 2019).…”

Section: Researchmentioning

confidence: 99%

Examining the Relationship Between Teacher Performance Ratings and District Under the Ohio Teacher Evaluation System

Elam¹,

Finch²

2020

JETS

View full text Add to dashboard Cite

The soundness of the Ohio Teacher Evaluation System (OTES) depends heavily on evaluators’ uniform interpretation of the qualitative Teacher Performance rubric. This study investigates the relationship between teachers’ district of employment, and the Teacher Performance ratings they receive under OTES. For Ohio districts that implemented OTES in 2012-2013, 2013-2014, and 2014-2015, the proportion of various Teacher Performance ratings and Student Growth Measures ratings are examined and compared to statewide proportions, using descriptive data and a log-linear model. Findings speak to the importance of a continued or renewed emphasis on fostering uniform interpretation and implementation of teacher evaluation rubrics and systems.

show abstract

Section: Researchmentioning

confidence: 99%

Examining the Relationship Between Teacher Performance Ratings and District Under the Ohio Teacher Evaluation System

Elam¹,

Finch²

2020

JETS

View full text Add to dashboard Cite

show abstract

“…For instance, principals typically use classroom observation and feedback routines, a form of one-to-one teacher support. With recent changes that couple teacher evaluation policies with teacher development, principals must both evaluate and support (Neumerski et al, 2018;Woulfin & Rigby, 2017). A principal is unlikely to have the time to both evaluate and support all of their teachers (Neumerski et al, 2018) or have the content expertise across all disciplines to support needed discipline-specific teacher development McNeill et al, 2018;Rigby, Larbi-Cherif, et al, 2017;Steele, Johnson, Otten, Herbel-Eisenmann, & Carver, 2015).…”

Section: Principals As Instructional Leadersmentioning

confidence: 99%

“…With recent changes that couple teacher evaluation policies with teacher development, principals must both evaluate and support (Neumerski et al, 2018;Woulfin & Rigby, 2017). A principal is unlikely to have the time to both evaluate and support all of their teachers (Neumerski et al, 2018) or have the content expertise across all disciplines to support needed discipline-specific teacher development McNeill et al, 2018;Rigby, Larbi-Cherif, et al, 2017;Steele, Johnson, Otten, Herbel-Eisenmann, & Carver, 2015). Principals may need to rely on more collective approaches to instructional leadership, such as distributing leadership functions to instructional coaches (Woulfin & Rigby, 2017), and facilitating opportunities for teacher collaboration.…”

Section: Principals As Instructional Leadersmentioning

confidence: 99%

Principals’ Leadership Moves to Implement a Discipline-Specific Instructional Improvement Policy

Rigby

Forman

Lewis

2019

Leadership and Policy in Schools

View full text Add to dashboard Cite

Discipline-specific instructional improvement policies require teachers to implement new teaching and collaborative practices. What kinds of leadership moves do principals make to support enactment of new practices? Drawing on leadership theories to examine principals' leadership actions, data come from a qualitative study of three elementary school principals leading implementation of an ambitious mathematics teaching policy. We found that principals used instructional, facilitative, and positional moves across school settings to support teachers' enactment. These findings add depth to current conceptions of discipline-specific instructional leadership and raise questions about how principals might make strategic moves based on available expertise and resources.

show abstract

“…▪ influence of pupils´ testing on the principal´s role (Prytula, Noonan, & Hellsten, 2013); Implementation of a new system of teachers´ evaluation or system of evaluation in school is concerned in 9 studies (Derrington, 2016;Derrington, 2013;Derrington & Campbell, 2015;Derrington & Campbell, 2017;Dodson, 2017;Donaldson & Woulfin, 2013;Lochmiller & Mancinelli, 2019;Neumerski et al, 2018;Quinn, Kane, Greenberg, & Thal, 2018), where these following research questions were being discussed:…”

Section: Objectives and Research Questions Of Studiesmentioning

confidence: 99%

“…" (Neumerski et al, 2018) ▪ "How did principals exercise agency within the structure of the new teacher evaluation system?…”

Section: Objectives and Research Questions Of Studiesmentioning

confidence: 99%

Evaluation In Work Of Principals: An Analysis Of The Methodology Approaches

Michek¹,

Luksch²

2019

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

Teachers´ evaluation provided by school principals is often used during reforms of school systems. The aim of the paper is to provide an overview what is being researched and how the evaluation in work of principles is surveyed. The review study is trying to find answers to these following research questions: a) How is evaluation used by elementary school principals? b) What methodological approaches are applied in the research of this topic? A database ERIC and a Web of Science have been used in order to gain the survey.There were 47 research surveys. Mostly these surveys have been published in the last seven years, where data obtained mainly in the USA. The researchers were mainly involved in these following topics: 1) implementation of a teachers´ new evaluation system, 2) perception of the evaluation system by school principals and their role including recognition of differences at novice teachers or experienced ones, 3) assessing the teachers´ effectiveness. In order to obtain research goals and to find answers to research questions a diverse spectrum of research questions have been used: quantitative, qualitative, mixed design and an analysis of obtained data. Inspiration for research of evaluation in work of school principals in the Czech context will be a solution of professional research questions which would focus on the perception of evaluation system by school principals and their roles in that system.

show abstract

Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal

Cited by 67 publications

References 39 publications

Examining the Relationship Between Teacher Performance Ratings and District Under the Ohio Teacher Evaluation System

Examining the Relationship Between Teacher Performance Ratings and District Under the Ohio Teacher Evaluation System

Principals’ Leadership Moves to Implement a Discipline-Specific Instructional Improvement Policy

Evaluation In Work Of Principals: An Analysis Of The Methodology Approaches

Contact Info

Product

Resources

About