Teacher Evaluation Policy Enactment: Understanding the Relationship among Principal Characteristics, Teacher Perspectives, and Institutional Environments

2021 ◽  
pp. 1-18
Author(s):  
John L. Lane
Keyword(s):  
Teacher Evaluation ◽  
Teacher Perspectives ◽  
Institutional Environments ◽  
Evaluation Policy ◽  
Principal Characteristics ◽  
Teacher Evaluation Policy ◽  
Policy Enactment ◽  
The Relationship

scholarly journals Principal-Led State Evaluation Policy: Teacher Perceptions at Four High Schools

2021 ◽  
Author(s):  
Amanda Frasier
Keyword(s):  
High Schools ◽  
Teacher Evaluation ◽  
Teacher Perceptions ◽  
Classroom Practice ◽  
School Administrators ◽  
State Level ◽  
Lessons Learned ◽  
School Level ◽  
Evaluation Policy ◽  
Teacher Evaluation Policy

While policy makers have attempted to standardize teacher evaluation, policy is implemented and enacted by school administrators. This study addresses the following question: Considering the legislative efforts to remove control of evaluation from local figures, do teachers perceive school principals as influencing the implementation of state-level evaluation policy and, if so, in what ways? I examined interviews from 14 teachers across four high schools within a district in North Carolina derived from a larger mixed method case study of teacher perceptions of evaluation policy and classroom practice. The results suggest a state-centralized teacher evaluation policy, such as the one utilized at the time of this study, can look vastly different to teachers at the school-level due to principal enactment of the policy. Furthermore, the data suggest the following themes influenced policy implementation: the capacity of principals to evaluate in a timely manner, what a principal chooses to value in a policy, and the perceived effectiveness of a principal as an evaluator of teaching. By taking a closer look at what is happening “on the ground” between teachers and principals in four schools utilizing the same state-level evaluation policy, the lessons learned in this study can help inform future policies.

A Critical Analysis of Teacher Evaluation Policy Trends

2005 ◽  
Vol 49 (3) ◽  
pp. 292-305 ◽  
Author(s):  
Marianne A. Larsen
Keyword(s):  
Teacher Evaluation ◽  
Critical Analysis ◽  
The United States ◽  
New Teacher ◽  
Teaching Profession ◽  
System Reform ◽  
Evaluation Policy ◽  
Professional Careers ◽  
Teacher Evaluation Policy ◽  
Policies And Programs

Modernising the teaching profession has become one of the main goals of contemporary educational system reform. The evaluation of teachers has been integral to the new teacher quality policies and programs. This article provides a comparative and critical analysis of the evaluations that teachers now confront during their professional careers. Examples of teacher evaluation practices and processes from Australia, Canada, the United States, and England are described and analysed.

Maintaining the Frame: Using Frame Analysis to Explain Teacher Evaluation Policy Implementation

2019 ◽  
Vol 57 (1) ◽  
pp. 5-42 ◽  
Author(s):  
John L. Lane
Keyword(s):  
Teacher Evaluation ◽  
Teacher Learning ◽  
Instructional Improvement ◽  
Frame Analysis ◽  
Ethnographic Study ◽  
Evaluation Policy ◽  
Teacher Evaluation Policy ◽  
Using Data ◽  
Teacher Collegiality

While researchers have shown great interest in understanding teacher evaluation, little is known about how teachers’ actions and interactions surrounding evaluation affect the dual goals of evaluation—accountability and development. Using data collected during a yearlong ethnographic study at three schools (combined with follow-up interviews four years later), this study employs frame analysis to describe and explain how teachers formed a group perspective about the new evaluation policy, how this perspective informed their actions and interactions, and the consequences that these actions and interactions had on teacher collegiality, teacher learning, and instructional improvement.

scholarly journals Better integrating summative and formative goals in the design of next generation teacher evaluation systems

2020 ◽  
Vol 28 ◽  
pp. 63
Author(s):  
Timothy G. Ford ◽  
Kim Hewitt
Keyword(s):  
Teacher Evaluation ◽  
Professional Growth ◽  
Evaluation System ◽  
Self Determination Theory ◽  
Next Generation ◽  
Policy And Practice ◽  
Evaluation Policy ◽  
Evaluation Systems ◽  
Teacher Evaluation Policy ◽  
Teacher Evaluation Systems

In current teacher evaluation systems, the two main purposes of evaluation—accountability/goal accomplishment (summative) and professional growth/improvement (formative)—are often at odds with one another. However, they are not only compatible, but linking them within a unified teacher evaluation system may, in fact, be desirable. The challenge of the next generation of teacher evaluation systems will be to better integrate these two purposes in policy and practice. In this paper, we integrate the frameworks of Self-determination theory and Stronge’s Improvement-Oriented Model for Performance Evaluation. We use this integrated framework to critically examine teacher evaluation policy in Hawaii and Washington, D.C.—two distinctly different approaches to teacher evaluation—for the purposes of identifying a set of clear recommendations for improving the design and implementation of teacher evaluation policy moving forward.

Professionalism and Parents: A New Frame for Color-Blind Racism in Schooling

2020 ◽  
Vol 46 (7-8) ◽  
pp. 1075-1091
Author(s):  
Kimberly LeChasseur ◽  
Charles DT Macaulay ◽  
Érica Fernández
Keyword(s):  
Teacher Evaluation ◽  
Public Good ◽  
Social Distance ◽  
Social Institution ◽  
Evaluation Policy ◽  
Teacher Resistance ◽  
Teacher Evaluation Policy ◽  
Individual Actions ◽  
Color Blind ◽  
Sociocultural Experiences

This study deconstructs the racial dimension of teacher resistance to parent authority within the shared social institution of education. More specifically, we examine how teachers responded to a teacher evaluation policy that included a parent-based component to assess teacher quality. Using framing theory, this study illustrates the use of professionalism as one mechanism connecting teachers’ individual actions to broader sociocultural experiences of privilege and oppression. To illustrate the anatomy of color-blind framing, we deconstruct three tactics teachers used when framing their resistance to parents: minimizing professional responsibility for engaging parents, masking racist perspectives through geographic and social distance, and misdirecting attention away from parents’ rights to judge education as a public good.

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