Teacher Evaluation Policy Implementation.
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| Title: | Teacher Evaluation Policy Implementation. |
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| Language: | English |
| Authors: | Burger, John M., Alberta Dept. of Advanced Education, Calgary. |
| Peer Reviewed: | N |
| Page Count: | 210 |
| Publication Date: | 1987 |
| Intended Audience: | Policymakers; Administrators; Practitioners |
| Document Type: | Reports - Research Tests/Questionnaires |
| Descriptors: | Educational Policy, Elementary Secondary Education, Foreign Countries, Interviews, Organizational Theories, Policy Formation, Politics of Education, Principals, State School District Relationship, Superintendents, Teacher Attitudes, Teacher Evaluation |
| Geographic Terms: | Canada |
| Abstract: | This study investigated the degree of teacher evaluation policy implementation in Alberta, the events that influenced teacher evaluation policy adoption, and the variables that affected the policy implementation process. The first phase of the study was primarily qualitative, using semistructured interviews with selected key decision-makers and leaders in teacher evaluation in Alberta. A primary purpose of this phase was to identify the historical background, discover the purposes and intents of teacher evaluation policy visualized in the policy planning stage, and determine the educational leaders' perceptions of the degree of implementation of teacher evaluation policy. In addition, 30 teachers, 30 principals, and 30 superintendents were interviewed regarding their perceptions of teacher evaluation policy implementation. The study also included a documents analysis of teacher evaluation policies and teacher evaluation instruments from the 30 jurisdictions included in the study. Both a review of the literature and the interviews revealed that the translation of teacher evaluation policy intents to policy effects is neither direct nor simple but is based on political, bureaucratic, and technical processes. Dispersed throughout the text are 24 tables. Appended are 12 pages of references and interview schedules for teachers, principals, and superintendents. (MLF) |
| Entry Date: | 1988 |
| Accession Number: | ED295303 |
| Database: | ERIC |
| Abstract: | This study investigated the degree of teacher evaluation policy implementation in Alberta, the events that influenced teacher evaluation policy adoption, and the variables that affected the policy implementation process. The first phase of the study was primarily qualitative, using semistructured interviews with selected key decision-makers and leaders in teacher evaluation in Alberta. A primary purpose of this phase was to identify the historical background, discover the purposes and intents of teacher evaluation policy visualized in the policy planning stage, and determine the educational leaders' perceptions of the degree of implementation of teacher evaluation policy. In addition, 30 teachers, 30 principals, and 30 superintendents were interviewed regarding their perceptions of teacher evaluation policy implementation. The study also included a documents analysis of teacher evaluation policies and teacher evaluation instruments from the 30 jurisdictions included in the study. Both a review of the literature and the interviews revealed that the translation of teacher evaluation policy intents to policy effects is neither direct nor simple but is based on political, bureaucratic, and technical processes. Dispersed throughout the text are 24 tables. Appended are 12 pages of references and interview schedules for teachers, principals, and superintendents. (MLF) |
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