Using Teacher Effectiveness Data for Information-Rich Hiring

2016 ◽  
Vol 53 (2) ◽  
pp. 180-222 ◽  
Author(s):  
Marisa Cannata ◽  
Mollie Rubin ◽  
Ellen Goldring ◽  
Jason A. Grissom ◽  
Christine M. Neumerski ◽  
...  
Keyword(s):  
Teacher Effectiveness ◽  
Central Office ◽  
School Systems ◽  
Data Systems ◽  
Preparation Programs ◽  
Principal Characteristics ◽  
Principal Preparation Programs ◽  
Hiring Process ◽  
Charter Management Organizations ◽  
Effectiveness Data

Purpose: New teacher effectiveness measures have the potential to influence how principals hire teachers as they provide new and richer information about candidates to a traditionally information-poor process. This article examines how the hiring process is changing as a result of teacher evaluation reforms. Research Methods: Data come from interviews with more than 100 central office personnel and 76 principals in six urban school districts and two charter management organizations. These sites were systematically sampled based on the amount of time and resources devoted to creating data systems and implementing processes that allow principals access to teacher effectiveness data. In addition to the fieldwork, we also surveyed all principals in six of the eight systems. A total of 795 principals responded to the survey, with an overall response rate of 85%. Findings: The findings suggest that while teacher effectiveness data can be used to inform hiring decisions there is variation in how and the extent to which principals use these measures in hiring. This variation is explained by central office practices as they mediated how principals approached teacher effectiveness data in the hiring process, as well as individual principal characteristics such as principal knowledge and skills, perceived validity of data, and social capital. Implications for Research and Practice: Our results demonstrate ways in which school systems and principals are incorporating teacher effectiveness data into the hiring process. Both principal preparation programs and school systems should focus on ensuring that principals have the skills and resources to use data for human capital decisions.

scholarly journals Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?

2015 ◽  
Vol 10 (4) ◽  
pp. 508-534 ◽  
Author(s):  
Cory Koedel ◽  
Eric Parsons ◽  
Michael Podgursky ◽  
Mark Ehlert
Keyword(s):  
Teacher Preparation ◽  
Teacher Effectiveness ◽  
Teacher Quality ◽  
Teacher Performance ◽  
Teacher Preparation Programs ◽  
Preparation Programs

We compare teacher preparation programs in Missouri based on the effectiveness of their graduates in the classroom. The differences in effectiveness between teachers from different preparation programs are much smaller than has been suggested in previous work. In fact, virtually all of the variation in teacher effectiveness comes from within-program differences between teachers. Prior research has overstated differences in teacher performance across preparation programs by failing to properly account for teacher sampling.

A systematic review of principal time use research

2021 ◽  
Vol 59 (2) ◽  
pp. 215-232
Author(s):  
Craig Hochbein ◽  
Abby Mahone ◽  
Sara Vanderbeck
Keyword(s):  
Systematic Review ◽  
Time Use ◽  
Time Management ◽  
Supporting Evidence ◽  
Management Skills ◽  
Preparation Programs ◽  
Content Type ◽  
Principal Preparation Programs ◽  
History Of ◽  
Positive Correlations

PurposeTo advance the study of principal time use (PTU), the purpose of this study is to report findings from a systematic review of PTU research. In addition to identifying common findings, this study also examined the supporting evidence and methodologies of PTU studies. From this dual approach, this study specified the evidence that supports claims about PTU, as well as identified areas requiring future examination.Design/methodology/approachA systematic reference review process considered 5,746 potential PTU manuscripts. The inclusion criteria identified 55 studies published between 1920 and 2015. This review synthesized data pertaining to the methodologies and findings of PTU research.FindingsFindings from studies conducted across decades indicated that principals worked extensive hours. Moreover, the workdays of principals consisted of brief and unrelated activities, most often focused on noninstructional tasks. Contrary to common hypotheses, studies indicated that PTU dedicated to administrative tasks exhibited positive correlations with educational outcomes. However, claims about PTU have been derived from samples overrepresented by large urban school districts and limited periods of observation.Practical implicationsFuture studies should implement diversified sampling strategies and extended observation periods. For principal preparation programs, the results indicated an opportunity for increased instruction on time management skills.Originality/valueThis systematic review identifies the overlooked history of the research and specifies the evidence that supports common claims about PTU, which provides empirically derived guidance for future PTU studies.

Successful, coasting and low-performing school principals in Israel: an explanatory model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dorit Tubin ◽  
Talmor Rachel Farchi
Keyword(s):  
School Improvement ◽  
Second Phase ◽  
Preparation Programs ◽  
Content Type ◽  
Institutional Legitimacy ◽  
Low Performing Schools ◽  
Principal Preparation Programs ◽  
Principal Mentoring ◽  
Successful School ◽  
School Schedule

PurposeThe purpose of this paper is to present the successful school and principal (SSP) model, which has developed over 13 years of Israeli involvement in the ISSPP study.Design/methodology/approachThis is a conceptual paper summarizing the findings of more than 20 case studies of successful, coasting and low-performing schools and their principals, into the SSP model. In all the cases, ISSPP protocols were used to collect the data, and the findings were analyzed in accordance with the organizational approach and organizational routine theory.FindingsThe explanatory SSP model comprises three cyclical phases that explain cause–effect relationships and presents intervention points for school improvement toward success. The first phase is an organizational restructuring of two core routines: the school schedule routine and the school tracking routine, which shape and affect school staff behavior. The second phase is the priorities and values revealed in these behaviors and which shape the school as a learning environment. The third phase in school improvement is the institutional legitimacy derived from and reflecting the school’s priorities and values. All these phases are based on the principal as a crucial key player who turns the wheel.Originality/valueTheoretically, the SSP model explains cause–effect relationships and indicates possible interventions and improvements. Practically, the SSP model can influence principal preparation programs, novice principal mentoring and serve as a roadmap for school improvement.

Mixed-Reality Immersive Environment as an Instructional Tool for Building Educational Leadership Capacity

2016 ◽  
pp. 744-768
Author(s):  
Valerie Anne Storey ◽  
Neffisatu J. C. Dambo
Keyword(s):  
Educational Leadership ◽  
Customer Service ◽  
Mixed Reality ◽  
Leadership Capacity ◽  
Instructional Designers ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Growth Area ◽  
Discrete Learning ◽  
Learning Principles

Technological innovations are changing the way education is delivered. With instructional media evolving at an exponential pace, instructional designers and educators have a variety of options when deciding what tools are best for delivering their instruction. Simulation and virtual environments are a growth area in aviation, defense, crisis management, medicine, and customer service, but the utilization of this technology in the field of educational leadership or in principal preparation programs is very much in an embryonic stage. In this chapter, the authors first provide a summary of the evolution of scenario simulation in the field of educational leadership, and develop ‘learning principles' for evaluating the effectiveness of the simulation in delivering discrete learning outcomes. They then provide a specific example of an innovative educational leadership program that is utilizing a specific virtual environment; introduce TLE TeachLivE™ (TeachLivE) as a method to help prepare future leaders for practice. Finally, they discuss professional avenues to consider while cultivating the advancement of TeachLivE™ as a supplemental method for learning.

Using Adolescent Perceptions of Misconduct to Help Educational Leaders Identify and Respond to Sexual Misconduct

2020 ◽  
pp. 0013161X2096371
Author(s):  
Frank Hernandez ◽  
Jonathan McPhetres ◽  
Jamie Hughes
Keyword(s):  
Secondary Students ◽  
Educational Leaders ◽  
Sexual Misconduct ◽  
City Center ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Texas Education Agency ◽  
Texas Education ◽  
Education Agency ◽  
Educator Sexual Misconduct

Purpose. In the current study, we present data describing adolescents’ perceptions and knowledge of educator sexual misconduct. Prior research has not investigated how adolescents understand these situations, and this information can help school leaders, educators, and researchers both understand how these situations begin and develop programs aimed at identifying cases of misconduct in order to reduce future occurrences. Research Design. The study took place in a Texas city designated as an “Other City Center” District Type by Texas Education Agency. The study’s 1,203 participants were secondary students from the district. Findings. Findings indicate that almost 2% of those surveyed openly admitted to currently being consensually sexually involved with a teacher. Those in a relationship were equally likely to be male or female, were older, and were engaged in risky online activities, including using the internet to connect with strangers, sending or receiving sexually suggestive pictures and videos, and searching for their teacher on social media. Implications. There are numerous implications for policy and preparation at various levels, from state and national legislation to school and school district policy to teacher- and principal-preparation programs.

At the Crossroads: Wellbeing and Principalship Preparation

2020 ◽  
pp. 194277512093391
Author(s):  
Julia Mahfouz ◽  
Jayson W. Richardson
Keyword(s):  
United States ◽  
Exploratory Study ◽  
Principal Preparation ◽  
The United States ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Building Leaders ◽  
K 12

This study was designed to gain a baseline understanding of how future K-12 building leaders in pre-service principal preparation programs address their own wellbeing. In this exploratory study, pre-service school leaders across the United States self-assessed their levels of stress and social–emotional competencies. Students from 30 pre-service principal preparation programs across the United States completed a survey that included four social–emotional learning scales. The findings indicate that this population may not be well equipped to deal with the stressors of the principalship. The findings can be used as a baseline to understand how changes in curriculum might impact these constructs.

University-Based Teacher Preparation and Middle Grades Teacher Effectiveness

2016 ◽  
Vol 68 (1) ◽  
pp. 102-116 ◽  
Author(s):  
Courtney Preston
Keyword(s):  
Teacher Preparation ◽  
Teacher Effectiveness ◽  
Middle Grades ◽  
Structural Features ◽  
Program Improvement ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Achievement Gains ◽  
Relationship Of ◽  
The Relationship

For over two decades, there have been calls to assess the relationship of the features of teacher preparation programs to teacher effectiveness, to provide guidance for program improvement. At the middle grades level, theory suggests that coursework in educational psychology is particularly important for teacher effectiveness. Using 4 years of data from 15 middle grades teacher preparation programs, this study estimates the relationship of their structural features, that is required elements of coursework and fieldwork, to student achievement gains in math and English/Language Arts. Findings suggest that few requirements are positively associated with achievement gains.

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