Explaining Variation in the Implementation of Observational Processes by School Leaders: Evidence from a Tennessee-Based Researcher-Practitioner Partnership

Autor/in	Hunter, Seth B.
Titel	Explaining Variation in the Implementation of Observational Processes by School Leaders: Evidence from a Tennessee-Based Researcher-Practitioner Partnership
Quelle	In: Journal of Educational Administration, 61 (2023) 1, S.16-40 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hunter, Seth B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-03-2022-0049
Schlagwörter	Educational Administration; Teacher Evaluation; Program Implementation; Classroom Observation Techniques; Partnerships in Education; Evidence Based Practice; Faculty Development; Performance Based Assessment; Institutional Characteristics; Teacher Characteristics; Tennessee + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Teacher appraisal; Lehrerbeurteilung; Hochschulpartnerschaft; Leistungsermittlung
Abstract	Purpose: Recent teacher evaluation reforms across the globe can improve student outcomes, though doing so depends on implementation by school leaders. This study aims to describe how teacher reports about classroom observation processes (TROPs) vary across within-teacher observations, teachers and schools and depend on contextual, teacher and school characteristics. Design/methodology/approach: A researcher-practitioner partnership collected TROPs using surveys administered multiple times during one semester and linked results to Tennessee administrative data. Random effects quantify TROP variation within examined clusters and estimate relationships between TROPs and the examined characteristics. Findings: Although observation processes are well implemented on average, TROPs vary considerably across teachers and observations within teachers over a short period. TROPs also depend on several examined characteristics, but not necessarily in ways predisposed toward teacher development. Originality/value: The study extends the understanding of the degree and extent to which teacher evaluation implementation by school leaders varies. Leadership preparation programs and in-service support providers might use the evidence herein to improve the extent to which evaluation-related observation processes are implemented consistently and in ways supporting teacher development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01