Teacher supervision and evaluation challenges: Canadian perspectives on overall instructional leadership

References

• Anderson, S., & Louis, K. S. (2012). The district difference: A new perspective on the local challenges for improvement. In K.Leithwood& K.Seashore Louis(Eds.), Linking Leadership to student learning (pp. 181–202). San Francisco: Jossey-Bass.
   Google Scholar
• Barber, M., Whelan, F., & Clark, M. (2010). Capturing the leadership premium: How the world’s top school systems are building capacity for the future. Retrieved from http://www.mckinsey.com/clientservice/social_sector/our_practices/education/knowledge_highlights/~/media/Reports/SSO/schoolleadership_final.ashx
   Google Scholar
• Blase, J., & Blase, J. (1998). Handbook of instructional leadership: How really good principals promote teaching and learning. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Blase, J., & Blase, J. (2000). Effective instructional leadership. Journal of Educational Administration, 38(2), 130–141. doi:10.1108/09578230010320082
   Google Scholar
• Brandon, J. (2005). A standards-based assessment of Alberta’s teacher growth, supervision and evaluation policy ( Unpublished doctoral dissertation). University of Calgary.
   Google Scholar
• Brandon, J. (2006, April). Engaging supervision: Exemplary principals at work. Paper presented at the American Educational Research Association Annual Meeting, San Francisco, CA.
   Google Scholar
• Brandon, J. (2008, April). Images emerging in practice: Variations of informed instructional support. Paper presented at the American Educational Research Association Annual Meeting, New York, NY.
   Google Scholar
• Brandon, J., Hanna, P., Morrow, R., Rhyason, K., & Schmold, S. (2013). The Alberta framework for school system success. Edmonton, AB, Canada: Henday Publishing.
   Google Scholar
• Brandon, J., Hanna, P., & Negropontes, D. (2015, November). Superintendents who lead learning: Lessons from six highly successful school systems. Report prepared for the College of Alberta School Superintendents, Edmonton, AB.
   Google Scholar
• Brandon, J., Saar, C., & Friesen, S. (2016). NEIL leading and learning cycles. In M. A. Takeuchi, A. P. Preciado Babb, & J. Lock (Eds.), Proceedings of the IDEAS: Designing for Innovation (pp. 141–151). Calgary: University of Calgary.
   Google Scholar
• Brandon, J., Saar, C., Friesen, S., Brown, B., & Yee, D. (2016). Pedagogical leadership teams: Magnifying and spreading impact. In M. A. Takeuchi, A. P. Preciado Babb, & J. Lock (Eds.), Proceedings of the IDEAS: Designing for innovation (pp. 152–161). Calgary, Canada: University of Calgary.
   Google Scholar
• Brinkman, S., & Kvale, S. (2015). Interviews: Learning the craft of qualitative research interviewing. Los Angeles, CA: Sage.
   Google Scholar
• Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage.
   Google Scholar
• Canadian Association of Principals. (2014). The future of the principalship in Canada: A national research study. Edmonton, AB: The Alberta Teachers’ Association. Retrieved from http://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Research/The%20Future%20of%20the%20Principalship%20in%20Canada.pdf.
   Google Scholar
• Coughlan, S. (2017, August 2). How Canada became and education superpower. BBC News. Retrieved from http://www.bbc.com/news/business-40708421
   Google Scholar
• Couvier, S., Brandon, J., & Prasow, C. (2008). Inhabiting a welcoming new landscape: A first year teacher’s voyage of discovery. Journal of Educational Thought, 42(3), 261–276. Retrieved from http://www.bbc.com/news/business-40708421
   Google Scholar
• Creswell, J. (2007). Qualitative inquiry and research design: Choosing among fire approaches (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Creswell, J. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston, MA: Pearson Education.
   Google Scholar
• Danielson, C. (2001). New trends in teacher evaluation. Educational Leadership, 58(5), 12–15.
   Web of Science ®Google Scholar
• Danielson, C. (2012, April). It’s your evaluation: Collaborating to improve teacher practice. The Education Digest, 77(8), 22–27.
   Google Scholar
• Danielson, C., & McGreal, T. L. (2000). Teacher evaluation: To enhance professional practices. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Darling-Hammond, L. (2010, May). Recognizing and developing effective teaching: What policy makers should know and do (Partnership for Teaching Quality Policy Brief). (to be emailed).
   Google Scholar
• Darling-Hammond, L. (2012). Creating a comprehensive system for evaluating and supporting effective teaching. Stanford, CA: Stanford Center for Opportunity Policy in Education.
   Google Scholar
• Darling-Hammond, L. (2013). Getting teacher evaluation right: What really matters for effectiveness and improvement. New York, NY: Teachers College Press.
   Google Scholar
• Darling-Hammond, L., Anrein-Beardsley, A., Haertel, E., & Rothstein, R. (2012, March). Evaluating teacher evaluation. The Phi Delta Kappan, 23(6), 8–15. Retrieved from http://www.jstor.org/stable/41497541
   Google Scholar
• Darling-Hammond, L., Jaquith, A., Hamilton, M. (2012). Creating a comprehensive system for evaluating and supporting effective teaching. Stanford, CA: Stanford Center for Opportunity Policy in Education (SCOPE). Retrieved from https://edpolicy.stanford.edu/sites/default/files/publications/creating-comprehensive-system-evaluating-and-supporting-effective-teaching.pdf
   Google Scholar
• Day, C., Sammons, P., Leithwood, K., Harris, A., Hopkins, D., Gu, Q., … Ahtaridou, E. (2011). Successful school leadership: Linking with learning and achievement. London: McGraw-Hill Education.
   Google Scholar
• Fullan, M. (2014). The principal: Three keys to maximizing impact. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Glatthorn, A. (1997). Differentiated supervision. Alexandra, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Glickman. (1985). Supervision of instruction: A developmental approach. Needham Heights, MA: Allyn and Bacon.
   Google Scholar
• Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2017). Supervision and instructional leadership: A developmental approach (10th ed.). New York, NY: Pearson.
   Google Scholar
• Hallam, P. R., Smith, H. R., Hite, J. M., Hite, S. J., & Wilcox, B. R. (2015). Trust and collaboration in PLC teams. NASSP Bulletin, 99(3), 193–216. Retrieved from http://bul.sagepub.com.ezproxy.lib.ucalgary.ca/content/99/3/193.full.pdf+html10.1177/0192636515602330
   Google Scholar
• Hallinger ,P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education,33 (3), 329–352.
   Google Scholar
• Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221–39. Retrieved from https://www.researchgate.net/profile/Philip_Hallinger/publication/228633330_Instructional_Leadership_and_the_School_Principal_A_Passing_Fancy_that_Refuses_to_Fade_Away/links/54cd5e540cf24601c08d6215.pdf
   Google Scholar
• Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142. Retrieved from https://doi.org/10.1108/09578231111116699 10.1108/09578231111116699
   Google Scholar
• Hallinger, P., Heck, R., & Murphy, J. (2014). Teacher evaluation and school improvement: An analysis of the evidence. Educational Assessment, Evaluation and Accountability, 26(1), 5–28.10.1007/s11092-013-9179-5
   Web of Science ®Google Scholar
• Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.
   Google Scholar
• Hargreaves, A., & Shirley, D. (2012a). The global fourth way: The quest for educational excellence. Thousand Oaks, CA: Corwin.
   Google Scholar
• Hargreaves, A., & Shirley, D. (2012b). The international quest for educational excellence: Understanding Canada’s high performance. Education Canada, 52, 10–13.
   Google Scholar
• Hollweck, T. (2016, May). Coaching and mentoring communities of practice: Unpacking the terminology in a Canadian context. Paper presented at the Annual Conference of Canadian Society for the Study of Education, Calgary, AB, Canada.
   Google Scholar
• Kaser, L., & Halbert, J. (2017). The spiral playbook: Leading with an inquiring mindset in school systems and schools. Canada: C21 Canada.
   Google Scholar
• Le Fevre, D. M., & Robinson, V. M. (2014). The interpersonal challenges of instructional leadership: Principals’ effectiveness in conversations about performance issues. Educational Administration Quarterly, 51(1), 58–95. Retrieved from http://journals.sagepub.com.ezproxy.lib.ucalgary.ca/doi/full/10.1177/0013161X13518218
   Web of Science ®Google Scholar
• Leithwood, K. (2012). Core practices: The four essential components of the leader’s repertoire. In K. Leithwood & K. Seashore Louis (Eds.), Linking Leadership to student learning (pp. 57–67). San Francisco: Jossey-Bass.
   Google Scholar
• Leithwood ,K., & Jantzi ,D. (2005). A review of transformational school leadership research. Paper presented at American Educational Research Association, Montreal, PQ.
   Google Scholar
• Leithwood, K., & Louis, K. S. (Eds.). (2012). Linking leadership to student learning. San Francisco, CA: Wiley.
   Google Scholar
• Leithwood, K., Sun, J., & Pollock, K. (Eds.). (2017). How school leaders contribute to student success: The four paths framework. Dordrecht: Springer International Press.
   Google Scholar
• Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. New York: The Wallace Foundation. http://www.wallacefoundation.org/knowledge-center/Documents/How-Leadership-Influences-Student-Learning.pdf
   Google Scholar
• Lortie, D. (2009). School principal. Chicago, IL: University of Chicago Press.10.7208/chicago/9780226493503.001.0001
   Google Scholar
• Louis, K. S., Leithwood, K., Anderson, S., & Wahlstrom, K. (2010a). Learning from leadership: Investigating the links to improved student learning. New York, NY: The Wallace Foundation.
   Google Scholar
• Louis, K. S., Leithwood, K., Anderson, S., & Wahlstrom, K. (2010b). Key findings: Learning from leadership: Investigating the links to improved student learning. New York, NY: The Wallace Foundation.
   Google Scholar
• Louis, K. S., & Wahlstrom, K. (2012). Shared and instructional leadership: When principals and teachers successful lead together. In K. Leithwood & K. Seashore Louis (Eds.), Linking leadership to student learning (pp. 25–41). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Marshall, K. (2013). Rethinking teacher supervision and evaluation: How to work smart, build collaboration, and close the achievement gap. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Marzano, R. (2012, November). The two purposes of teacher evaluation. Educational Leadership, 70(3), 14–19. Retrieved from http://www.ascd.org/publications/educational-leadership/nov12/vol70/num03/The-Two-Purposes-of-Teacher-Evaluation.aspx
   Web of Science ®Google Scholar
• Marzano, R., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science of teaching. Thousand Oaks, CA: ACSD.
   Google Scholar
• Marzano, R., & Toth, M. (2013). Teacher evaluation that makes a difference: A new model for teacher growth and student achievement. Alexandra, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass Publishers.
   Google Scholar
• Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Miles, M., Huberman, A., & Saldana, J. (2014). Qualitative data analysis. A methods sourcebook. Thousand Oakes, CA: Sage.
   Google Scholar
• OECD. (2013). Teachers for the 21st century: Using evaluation to improve teaching. Paris: Author. Retrieved from http://www.oecd-ilibrary.org/education/teachers-for-the-21st-century_9789264193864-en
   Google Scholar
• OECD. (2016). School leadership for learning: Insights from TALIS 2013. Paris: Author. doi:10.1787/9789264258341-en
   Google Scholar
• Ozyildirim, G., & Bilgin Aksu, M. (2016, March). An investigation on developmental supervision model: Supervisors’ and administrators’ opinions and teachers’ expectations. International Journal of Academic Research in Business and Social Sciences, 6(3), 125–146. https://doi.org/10.6007/IJARBSS/v6-i3/2055
   Google Scholar
• Pajak, E. (2003). Honoring diverse teaching styles: A guide for supervisors. Alexandra, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Pollock, K., Wang, F., & Hauseman, D. C. (2015). Complexity and volume: An inquiry into factors that drive principals’ work. Societies, 5, 537–565. doi:10.3390/soc5020537
   Web of Science ®Google Scholar
• Robinson, V. (2011). Student-centred leadership. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Robinson, V. J. M., Lloyd, C., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674.10.1177/0013161X08321509
   Web of Science ®Google Scholar
• Sawyer, L. (2001). Revamping a teacher evaluation system. Educational Leadership, 58(5), 44–47.
   Web of Science ®Google Scholar
• Schleicher, A. (2015). Schools for 21st-century learners: Strong leaders, confident teachers, innovative approaches. Paris, FR: Organization for Economic Cooperation and Development. Retrieved from http://www.keepeek.com/Digital-Asset-Management/oecd/education/schools-for-21st-century-learners_9789264231191-en10.1787/23127090
   Google Scholar
• Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday.
   Google Scholar
• Senge, P. (2000). Schools that learn: A fifth discipline field book for educators, parents, and everyone who cares about education. New York, NY: Crown Business Publications. Retrieved from http://jte.sagepub.com.ezproxy.lib.ucalgary.ca/content/62/4/339.full.pdf+html
   Google Scholar
• Stake, R. (2005). Qualitative case studies. In N. Denzin & Y. Lincoln (Eds.), Sage handbook of qualitative case research (3rd ed.). (pp. 443–466). Thousand Oakes, CA: Sage.
   Google Scholar
• Stake, R. (2006). Multiple case study analysis. New York, NY: The Guilford Press.
   Google Scholar
• Sullivan, S., & Glanz, J. (2013). Supervision that improves teaching: Strategies and techniques. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Szczesiul, S., & Huizenga, J. (2014). The burden of leadership: Exploring the principal’s role in teacher collaboration. Improving Schools, 17(2), 176–191. Retrieved from http://imp.sagepub.com.ezproxy.lib.ucalgary.ca/content/17/2/176.full.pdf+html10.1177/1365480214534545
   Google Scholar
• Timperley, H. (2011). Realizing the power of professional learning. London: Open University Press.
   Google Scholar
• Tschannen-Moran, M. (2016). Trust matters: Leadership for successful schools. San Francisco, CA: Jossey Bass.
   Google Scholar
• Wahlstrom, K. (2012). An up-close view of instructional leadership: A grounded analysis. In K. Leithwood & K. Seashore Louis (Eds.), Linking leadership to student learning (pp. 68–86). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Wahlstrom, K., Louis ,K. S., Leithwood, K., & Anderson, S. (2010a). Executive summary of the research findings from Learning from leadership: Investigating the links to improved student learning. New York: The Wallace Foundation.
   Google Scholar
• Wahlstrom, K., Louis, K. S., Leithwood, K., & Anderson, S. (2010b). A synthesis of implications for policy and practice from learning from leadership: Investigating the links to improved student learning. New York, NY: The Wallace Foundation.
   Google Scholar
• Whelan, F. (2009). Lessons learned: How good policies produce better schools. London: MPG Books.
   Google Scholar
• Wiliam, D. (2016). Leadership for teacher learning: Creating a culture where all teachers improve so that all students succeed. West Palm Beach: Learning Sciences International.
   Google Scholar
• Yin, R. (2009). Case study research. Design and methods. Thousand Oakes, CA: Sage.
   Google Scholar
• Zepeda, S. J. (2017). Instructional supervision: Applying tools and concepts (4th ed.). New York, NY: Routledge.
   Google Scholar