Principals’ sensemaking and enactment of teacher evaluation

2015 ◽  
Vol 53 (3) ◽  
pp. 374-392 ◽  
Author(s):  
Jessica G. Rigby
Keyword(s):  
Teacher Evaluation ◽  
Instructional Leadership ◽  
Principal Preparation ◽  
Organizational Context ◽  
Empirical Studies ◽  
First Year ◽  
Preparation Programs ◽  
Content Type ◽  
Sensemaking Theory ◽  
First Year Principals

Purpose – The purpose of this paper is to look across six first-year principals to investigate their engagement with and sensemaking of specific messages of instructional leadership around teacher evaluation. Design/methodology/approach – This research project, a cross-case study, was carried out using in-depth qualitative observations and interviews of six first-year principals over one school year. Sensemaking theory was used to analyze both how and the mechanisms through which principals understood their roles as teacher evaluators. Findings – The results demonstrate that first, principals received a variety of messages about how to conduct teacher evaluations, and second, that connections to specific individuals influenced their associations to specific messages they received about instructional leadership and how they enacted teacher evaluation practices on their campuses. Research limitations/implications – This is an in-depth qualitative analysis, and therefore is not generalizable to all first-year principals, school districts, or principal preparation programs. However, it adds to the field’s understanding of the meso level of policy implementation, highlighting the process of individuals’ sensemaking and the importance of their informal connections in the associations they make to messages about instructional leadership. Practical implications – This research adds to the field of principal preparation and induction as it highlights what is important for first-year principals as they build their professional identities. Further, it highlights the variability in principals’ understanding and enactment of teacher evaluation policies, an important feature as this practice is coming to the fore both in current practice and research. Originality/value – This study adds to an understanding of institutional theory by looking at the interaction between the organizational levels, and further explicates individual actors’ agency within a socio-organizational context. The findings also add to a dearth of empirical studies on the routine of teacher evaluation from the principal perspective.

The effects of old-age stereotypes on organizational productivity (part one)

2016 ◽  
Vol 48 (4) ◽  
pp. 181-188 ◽  
Author(s):  
Steven H. Appelbaum ◽  
Richard Wenger ◽  
Carolina Pachon Buitrago ◽  
Ravneet Kaur
Keyword(s):  
Old Age ◽  
Organizational Context ◽  
Empirical Studies ◽  
Relevant Literature ◽  
Culture Industry ◽  
Learning Ability ◽  
Organizational Productivity ◽  
Age Stereotypes ◽  
Content Type ◽  
Employment Education

Purpose – The purpose of this paper is to examine common stereotypes regarding old-age workers and the effect of these stereotypes on organizational productivity, as well as to suggest practical solutions for accommodating old-age workers and increasing productivity in all employees. Design/methodology/approach – This three part paper will present a thorough review of relevant literature (1991-2014, with the exception of two studies from 1976) that were conducted on the topics of old-age stereotyping, the effect of old-age stereotyping on organizational productivity, and methods for adequately motivating and managing old-age workers. Studies concerning psychology theories are also examined in order to provide a framework for practical solutions, as well as demographic statistics on population age and employment trends. Findings – This paper identifies a number of old-age stereotypes that have decreased organizational productivity in empirical studies, including reluctance to change, decreased learning ability, intelligence and memory, poor health and accidents, higher organizational costs, decreased motivation, and low innovation and productivity. Findings also suggest that old-age workers can positively affect productivity, and that low productivity is often a result of stereotyping. Research limitations/implications – The prevalence of old-age stereotyping and its impact on organizational productivity may differ by culture, industry, type of employment, education level, and other factors, and thus further research may be necessary. The literature reviewed may not adequately represent worldwide organizational trends, as the literature is largely comprised of studies performed in North America and Europe. Practical implications – Solutions based on these findings are taken directly from the literature or derived from literature on psychology theories, which include self-determination theory, socio-emotional selectivity theory, and selective optimization and compensation theory. The practical solutions proposed address work environment, motivation, rewards, flexibility, and the loss and gain of resources in old-age workers. Social implications – The proportion of old-age workers is increasing and it is therefore necessary to determine ways to adequately integrate old-age workers in the workforce. Furthermore, this can raise productivity in all employees. Originality/value – This paper demonstrates that old-age stereotyping is both prevalent and detrimental within an organizational context. These findings and solutions can potentially be used by organizations in order to increase individual and overall productivity.

Creating successful and sustainable educational administrative internship experiences

2017 ◽  
Vol 7 (1) ◽  
pp. 5-20 ◽  
Author(s):  
Mark Edward Deschaine ◽  
Benjamin P. Jankens
Keyword(s):  
Principal Preparation ◽  
Recent Literature ◽  
Central Element ◽  
Essential Element ◽  
School Administrator ◽  
Clinical Approach ◽  
Promising Practices ◽  
Preparation Programs ◽  
Content Type ◽  
Clinical Internship

Purpose With increase requirements and a more clinical approach for administrator internships in principal preparation programs, universities are taking a look at their internships and how they are implemented. The purpose of this paper is to propose a structure and framework incorporating promising practices from recent literature and explores how to successfully implement new standards and state requirements. Additionally, a framework for practice is included as a foundation for a clinical internship program that applies theory and promising practices. Design/methodology/approach Internships are a critical aspect of the principal preparation program and are crucial to preparing students to fulfill their future leadership roles. This brief reviewed the related literature, which revealed the lack of quality in various educational leadership programs and posited that the internship is an essential element to principal preparation. Key considerations to successful internships, and why they are necessary to overall candidate preparation were also presented. Additionally, a sample program was described that included aspects of both performance and accountability and served as a framework for new and revised internships. Findings Although the internship experience is but one part of a larger curricular sequence, it has a central role in the preparation of future school administrators. School administrator preparation programs have an obligation to allow participants to fully experience the breadth and depth of issues and environments that they will encounter. A structure and framework is needed that incorporates promising practices from recent literature, and explores how to successfully implement new standards and state requirements for a clinical internship program applying current theory and promising practices. Originality/value Creating and maintaining effective internship experiences is an ever-evolving process that requires dedicated faculty and resources. Learning through internships is a central element of future principal candidates’ overall success. Authentic practice and experience in real school settings ensures that future educational leaders receive the best preparation that universities and faculty can provide.

Franchise model schools: rethinking educational practices and structures

2019 ◽  
Vol 34 (2) ◽  
pp. 41-44
Author(s):  
Miguel Gonzales ◽  
Maria Roberts
Keyword(s):  
United States ◽  
Assistant Principals ◽  
Grade Level ◽  
Student Assessment ◽  
The United States ◽  
First Year ◽  
Preparation Programs ◽  
Content Type ◽  
Model Schools

Purpose How will schools reinvent themselves to respond to the technological and economic demands of the mid-21st century? In response to the demands, a school district in the western region of the United States implemented a model patterned after the franchise business model. Two effective principals were tasked to simultaneously lead multiple high-risk elementary schools and to replicate the success they achieved from their flagship school. This paper aims to introduce the concept of franchise model schools. It also examines the innovative impact of the model as it relates to student achievement and leadership development. Design/methodology/approach The methodology for this research was a case study approach. This case study sought to examine teacher and school leaders' perceptions of the implementation of the franchise model school framework. The setting of this case study was five franchise model elementary schools in the western region of the United States. Participants of this study included 37 grade-level teacher leaders and 133 teacher respondents to an online questionnaire. Semi-structured focus group interviews were conducted with grade-level teacher leaders at each participating school. State and site-based academic assessments were also collected and analyzed. Findings Due to the novelty of the franchise model schools, the long-term effects on student outcomes are not yet discernable. Interviews with the teachers and school leaders revealed that staff morale was low after the initial implementation of the model and student assessment scores also decreased after the first year of implementation. The current pattern of student assessment revealed a decrease after the first year of implementation and a small increase after the second year. Findings revealed assistant principals within the model increased their leadership capacity and efficacy. Assistant principals felt confident in their ability to lead a school as principals. Originality/value The implementation of franchise model schools is unique to the United States education system. Minimal research exists which examines the novelty and impact of franchise model schools. This case study has the potential to inform school systems, policy-makers and educator preparation programs of new practices and innovative structures that can help meet the demands of obtaining a mid-21st-century education. For educational leadership preparation programs, the use of this model provides new practicum and internship opportunities for aspiring school administrators.

Principals’ instructional leadership under statewide teacher evaluation reform

2019 ◽  
Vol 33 (4) ◽  
pp. 629-643
Author(s):  
Chad R. Lochmiller ◽  
John L. Mancinelli
Keyword(s):  
Elementary School ◽  
Teacher Evaluation ◽  
Instructional Leadership ◽  
Elementary School Principals ◽  
School Principals ◽  
New Teacher ◽  
Evaluation Policy ◽  
Content Type ◽  
Teacher Evaluation Policy ◽  
New Teacher Evaluation

Purpose The purpose of this paper is to describe how elementary school principals adjust their leadership practice in response to Washington’s new teacher evaluation policy. Design/methodology/approach The authors conducted a modified content analysis of open-ended survey responses collected from elementary school principals in Washington State. In all, the survey included responses from 354 elementary school principals representing 25.0 percent of the state’s elementary school principal population. ATLAS.ti supported data analysis and assisted in the derivation of three key findings. Findings Elementary school principals changed their instructional leadership practice in response to the new teacher evaluation policy in three significant ways. First, principals adjusted their approach to classroom observation to complete more intentional, in-depth observational activities. Second, principals redistributed non-instructional responsibilities to clerical staff members to allow themselves and other administrators more time for classroom observation. Third, principals adopted a learning stance to the new policy and thus sought external support, especially coaching, to assist them with the implementation of new evaluation practices. Research limitations/implications The study faced three limitations. First, the sample of respondents included in this study cannot be generalized to the state as participants were not randomly selected. Second, the survey did not utilize a longitudinal design, and thus its findings only relate to the first year of the policy’s implementation. Third, the study does not include school-based evidence to triangulate principals’ survey responses. Originality/value The study contributes to the instructional leadership literature. Specifically, the study offers further insights into the adjustments principals make in their leadership to accommodate expectations found in new teacher evaluation policy.

Preparing turnaround leaders for high needs urban schools

2017 ◽  
Vol 55 (1) ◽  
pp. 85-102 ◽  
Author(s):  
Chad R. Lochmiller ◽  
Colleen E. Chesnut
Keyword(s):  
Principal Preparation ◽  
School Setting ◽  
Full Time ◽  
Preparation Programs ◽  
Content Type ◽  
Principal Preparation Programs ◽  
Turnaround Leadership ◽  
Turnaround School ◽  
Principal Preparation Program ◽  
The Impact

Purpose The purpose of this paper is to describe the program structure and design considerations of a 25-day, full-time apprenticeship in a university-based principal preparation program. Design/methodology/approach The study used a qualitative case study design that drew upon interviews and focus groups with program participants as well as program-related documents. Qualitative data analysis was completed using ATLAS.ti. Findings The analysis suggests that the apprenticeship had three specific design features that were intended to support the apprentice’s development for turnaround leadership. These included locating the apprenticeship experience in a turnaround school setting; focusing the apprenticeship on district structures and procedures; and situating the apprentice’s work within the district’s approved improvement process. Research limitations/implications The study was limited in that recurring, on-site observations of apprenticeship activities were not possible. The study has implications for principal preparation programs related to the design of fieldwork experiences, as well as for educational scholars seeking to study the impact of fieldwork on principal efficacy. Originality/value The study contributes to the broader discussion of effective fieldwork experiences for aspiring school leaders, particularly when specific conceptions of leadership are infused within program designs.

Principal instructional leadership in Taiwan: lessons from two decades of research

2015 ◽  
Vol 53 (4) ◽  
pp. 492-511 ◽  
Author(s):  
Hui-Ling Wendy Pan ◽  
Fong-Yee Nyeu ◽  
June S. Chen
Keyword(s):  
Instructional Leadership ◽  
Learning Community ◽  
Leadership Behaviors ◽  
Empirical Studies ◽  
Formal Theory ◽  
Instructional Leader ◽  
Empirical Literature ◽  
Content Type ◽  
Principal Instructional Leadership ◽  
Development Trajectory

Purpose – The purpose of this paper is to examine how instructional leadership, a concept imported from Western scholarship, has been conceptualized in the Taiwanese context and how principal instructional leadership is realized in schools. The development trajectory of principal instructional leadership is delineated by examining empirical studies in the past two decades. Design/methodology/approach – This paper adopts an exploratory approach to review the Taiwanese empirical literature on principal instructional leadership. A total of 80 studies were systematically analyzed and common themes were identified. Findings – This paper finds that a hybrid model of the conceptualization of instructional leadership has been developed in Taiwan. Principals performed more indirect than direct leadership behaviors. A gap exists between the ideal instructional leader and the reality. Research limitations/implications – The development of a formal theory of instructional leadership is expected as various substantive theories are developed and more data are accumulated. To yield the desired outcome of knowledge acceleration, the coordination of research efforts across scholars and institutions is a must. Practical implications – The articles reviewed suggest less effort spent by principals on the teachers. Yet with a national promotion of teacher learning community, as well as cooperative and collaborative learning in recent years, principal instructional leadership behaviors are expected to rise in terms of ensuring instruction quality and professional development. Originality/value – This paper is an attempt to accumulate knowledge about principal instructional leadership in Taiwan. It is a contribution to the exploration of indigenous perspectives and practices and the understanding and building of educational leadership in Asia.

The effects of old-age stereotypes on organizational productivity (part three)

2016 ◽  
Vol 48 (6) ◽  
pp. 303-310 ◽  
Author(s):  
Steven H. Appelbaum ◽  
Richard Wenger ◽  
Carolina Pachon Buitrago ◽  
Ravneet Kaur
Keyword(s):  
Old Age ◽  
Organizational Context ◽  
Empirical Studies ◽  
Relevant Literature ◽  
Culture Industry ◽  
Learning Ability ◽  
Organizational Productivity ◽  
Age Stereotypes ◽  
Content Type ◽  
Employment Education

Purpose – The purpose of this paper is to examine common stereotypes regarding old-age workers and the effect of these stereotypes on organizational productivity, as well as to suggest practical solutions for accommodating old-age workers and increasing productivity in all employees. Design/methodology/approach – This three part paper will present a thorough review of relevant literature (1991-2014, with the exception of two studies from 1976) that were conducted on the topics of old-age stereotyping, the effect of old-age stereotyping on organizational productivity, and methods for adequately motivating and managing old-age workers. Studies concerning psychology theories are also examined in order to provide a framework for practical solutions, as well as demographic statistics on population age and employment trends. Findings – This paper identifies a number of old-age stereotypes that have decreased organizational productivity in empirical studies, including reluctance to change, decreased learning ability, intelligence and memory, poor health and accidents, higher organizational costs, decreased motivation, and low innovation and productivity. Findings also suggest that old-age workers can positively affect productivity, and that low productivity is often a result of stereotyping. Research limitations/implications – The prevalence of old-age stereotyping and its impact on organizational productivity may differ by culture, industry, type of employment, education level, and other factors, and thus further research may be necessary. The literature reviewed may not adequately represent worldwide organizational trends, as the literature is largely comprised of studies performed in North America and Europe. Practical implications – Solutions based on these findings are taken directly from the literature or derived from literature on psychology theories, which include self-determination theory, socio-emotional selectivity theory, and selective optimization and compensation theory. The practical solutions proposed address work environment, motivation, rewards, flexibility, and the loss and gain of resources in old-age workers. Social implications – The proportion of old-age workers is increasing and it is therefore necessary to determine ways to adequately integrate old-age workers in the workforce. Furthermore, this can raise productivity in all employees. Originality/value – This paper demonstrates that old-age stereotyping is both prevalent and detrimental within an organizational context. These findings and solutions can potentially be used by organizations in order to increase individual and overall productivity.

The competence loop

2015 ◽  
Vol 8 (2) ◽  
pp. 279-299 ◽  
Author(s):  
Rolf Medina ◽  
Alicia Medina
Keyword(s):  
Learning Strategies ◽  
Dynamic Capabilities ◽  
Organizational Context ◽  
Empirical Studies ◽  
Content Type ◽  
Parent Organization ◽  
Competence Management ◽  
Knowledge Intensive Organizations ◽  
Knowledge Intensive ◽  
Exploration Exploitation

Purpose – Knowledge-intensive organizations tend to be project intensive having many projects of different size and importance. In this context, competence evolves through projects. The purpose of this paper is to identify the mechanisms that steers competence management in these kinds of organizations and also the factors that are involved in the human capital contribution to competitive advantage in relation to the interaction between parent organizations and projects. Design/methodology/approach – This study has a contingency theory perspective and consists of a literature search in the following domains: project-intensive organizations, knowledge-intensive organizations, competence management, human resource management and dynamic capabilities and learning. Findings – The main contribution of this study is the theoretical framework derived from different domains. The framework is called the competence loop and explains how projects generate competence that the parent organization can either exploit in further activities or use for strategy adjustment. It also explains how an organization can use learning strategies to support competence exploration/exploitation. Another contribution is the description of the relationship between dynamic capabilities and organizational learning in project-intensive organizations. Research limitations/implications – This paper is a conceptual paper intended to create a base for further empirical studies. Originality/value – The paper combines different domains to define a framework that is a new approach to competence management in a project-parent organizational context. The framework includes learning and competence management characteristics and has both theoretical and practical value.

Organizational play: within and beyond managing

2015 ◽  
Vol 10 (2) ◽  
pp. 86-104 ◽  
Author(s):  
Virpi Tökkäri
Keyword(s):  
Design Methodology ◽  
Organizational Context ◽  
Meaning Making ◽  
Empirical Studies ◽  
Well Being ◽  
Three Dimensions ◽  
Content Type ◽  
Pros And Cons ◽  
Practical Implications ◽  
Insight Into

Purpose – The purpose of this paper is to synthetize qualitative research on play in the organizational context. Design/methodology/approach – Through a metasynthesis, the research premises and findings of 12 individual empirical studies were examined. Findings – The findings of the metasynthesis showed that the research on organizational play has focussed on three central themes addressing play as fun, pros and cons of organizational play, and management of play. In interpreting the findings, seven perspectives of organizational play are constructed as follows: authenticity, belongingness, experience, social activities, generating, functions, and artifacts. The perspectives are conceptualized into three dimensions of play as the orientation of being-in-the-world, play as meaning-making and enactment, and play as creations. Research limitations/implications – The sample consisted of 12 studies, which provided a limited insight into organizational play. However, following the guidelines of metasynthesis, the sample was appropriate and of good quality. The research suggests guidelines for further research into organizational play. Practical implications – Achieving psychosocial well-being at work and success in management requires understanding of essential personal and social processes, such as play. The findings provide knowledge that can be applied in management and other workplace practices. Originality/value – The study highlights the divergent perspectives of the organizationally important phenomenon of play. The paper contributes to a better understanding and the development of play in organizations.

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