2019
DOI: 10.1080/15700763.2019.1637899
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Teacher Evaluation Through the Eyes of the Principal: How Individual and School Contexts Shape Perceptions of Practice

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Cited by 6 publications
(6 citation statements)
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“…Other scholars have hypothesized that, in general, the discretionary implementation of teacher evaluation by school administrators occurred for good reasons, otherwise school administrators would not exercise discretion (e.g., Darling-Hammond et al, 1983). However, we are unaware of any study linking school administrator discretion in the implementation of next-generation teacher evaluations or observations to teacher or student outcomes, although previous studies examining the implementation of next-generation teacher evaluation call for exploring these linkages (Donaldson & Woulfin, 2018;Lavigne & Olson, 2019;Marsh et al, 2017).…”
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confidence: 92%
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“…Other scholars have hypothesized that, in general, the discretionary implementation of teacher evaluation by school administrators occurred for good reasons, otherwise school administrators would not exercise discretion (e.g., Darling-Hammond et al, 1983). However, we are unaware of any study linking school administrator discretion in the implementation of next-generation teacher evaluations or observations to teacher or student outcomes, although previous studies examining the implementation of next-generation teacher evaluation call for exploring these linkages (Donaldson & Woulfin, 2018;Lavigne & Olson, 2019;Marsh et al, 2017).…”
mentioning
confidence: 92%
“…Increasingly, education scholars are investigating the scope and degree of changes to evaluation and observations, and how educators implemented evaluation systems (Donaldson & Woulfin, 2018;Kraft & Gilmour, 2016;Lane, 2020;Marsh et al, 2017). This research was partially motivated by the need to better understand whether the implementation of next-generation systems ultimately improved student achievement (Lane, 2020;Lavigne & Olson, 2019;Reinhorn et al, 2017). Although links between the implementation of next-generation observations and student misbehavior have received much less attention, there is also reason to suspect that such links exist.…”
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confidence: 99%
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“…Furthermore, principals would carry out teacher evaluations to bring benefits for better principal-teacher relationship and to be relevant with principals' abilities and experiences. By these, principals could prevent frequent teacher's turnover and considerable time allocation in the evaluation (Lavigne and Olson, 2019). On the contrary, the benefits and relevance lead the principals to give teachers a higher rating than what they deserve.…”
Section: Introductionmentioning
confidence: 99%
“…The vast literature on teacher evaluation covers the following aspects: models, measures, methodological properties (e.g., American Statistical Association [ASA], 2014,Grossman et al, 2014;Hill, Kapitula, & Umland, 2011;Polikoff & Porter, 2014;Van der Lans et al, 2016), and processes (e.g.,Moss & Brookhart, 2015), instability of teacher effectiveness (e.g.,, principal and teacher perceptions and practices (e.g.,Derrington & Campbell, 2017;Flores & Derrington, 2017;Kraft & Gilmour, 2016;Lavigne & Chamberlain, 2017;Lavigne & Olson, 2019), as well as unintended consequences (e.g.,Ford et al, 2018;Lavigne, 2014).…”
mentioning
confidence: 99%