Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal.
Saved in:
| Title: | Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal. |
|---|---|
| Authors: | Neumerski, Christine M.1, Grissom, Jason A.2, Goldring, Ellen2, Rubin, Mollie2, Cannata, Marisa2, Schuermann, Patrick2, Drake, Timothy A.3 |
| Source: | Elementary School Journal. Dec2018, Vol. 119 Issue 2, p270-297. 28p. 2 Charts. |
| Subject Terms: | *Teacher evaluation, *School principals, *Observation (Educational method), *Academic achievement, *Educational evaluation, Leadership |
| Abstract: | Teacher evaluation systems that pair measures of teacher observation with measures of student achievement or growth have become widespread. However, little attention has focused on the impact of teacher evaluation systems—and, in particular, the intensive collection and use of data from teacher observations—on principals. Drawing on interviews with approximately 60 principals in 6 urban school districts, we describe how teacher observation policies are reshaping school leadership. Principals report spending time in new ways, citing benefits to teacher evaluation, such as collecting evidence about teacher performance to provide specific, evidence-based, formative feedback to teachers. They navigate new expectations around data use, particularly in the area of teacher “talent management,” such as teacher support. These changes come with substantial challenges, including lack of time to complete duties, deterioration of relationships, and lower visibility in schools, raising the possibility that teacher evaluation systems may be increasing principal stress and burnout. [ABSTRACT FROM AUTHOR] |
| Copyright of Elementary School Journal is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Teacher evaluation systems that pair measures of teacher observation with measures of student achievement or growth have become widespread. However, little attention has focused on the impact of teacher evaluation systems—and, in particular, the intensive collection and use of data from teacher observations—on principals. Drawing on interviews with approximately 60 principals in 6 urban school districts, we describe how teacher observation policies are reshaping school leadership. Principals report spending time in new ways, citing benefits to teacher evaluation, such as collecting evidence about teacher performance to provide specific, evidence-based, formative feedback to teachers. They navigate new expectations around data use, particularly in the area of teacher “talent management,” such as teacher support. These changes come with substantial challenges, including lack of time to complete duties, deterioration of relationships, and lower visibility in schools, raising the possibility that teacher evaluation systems may be increasing principal stress and burnout. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00135984 |
| DOI: | 10.1086/700597 |
