Making Sense of Teacher Evaluation Policies and Systems Based on Principals’ Experience

References

• Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago public high schools. Journal of Labor Economics, 25(1), 95–135. doi:10.1086/508733
   Web of Science ®Google Scholar
• Blasé, R., Blasé, J., & Phillips, D. Y. (2010). Handbook of school improvement: how high-performing principals create high-performing schools. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Booher-Jennings, J. (2005). Below the bubble: “Educational Triage” and the Texas accountability system. American Educational Research Journal, 42(231), 231–268. doi:10.3102/00028312042002231
   Google Scholar
• Carraway, J. H., & Young, T. (2015). Implementation of a districtwide policy to improve principals’ instructional leadership: Principals’ sensemaking of the skillful observation and coaching laboratory. Educational Policy, 29(1), 230–256. doi:10.1177/0895904814564216
   Web of Science ®Google Scholar
• Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood. American Economic Review, 9(104), 2633–2679. doi:10.1257/aer.104.9.2633
   Google Scholar
• Clark, D., Martorell, P., & Rockoff, J. E. (2009). School principals and school performance. CALDER Working paper 38. Washington, DC: The Urban Institute.
   Google Scholar
• Coburn, C. E. (2005). Shaping teacher sensemaking: School leaders and the enactment of reading policy. Educational Policy, 19(3), 476–509. doi:10.1177/0895904805276143
   Web of Science ®Google Scholar
• Cohen, D. K., & Barnes, C. A. (1993). Pedagogy and policy. In D. Cohen, M. W. McLaughlin, & J. E. Talbert (Eds.), Teaching for understanding: Challenges for policy and practice (pp. 207–239). San Francisco, CA: Jossey-Bass Inc.
   Google Scholar
• Cunliffe, A., & Coupland, C. (2012). From hero to villain to hero: Making experience sensible through embodied narrative sensemaking. Human Relations, 65(1), 63–88. doi:10.1177/0018726711424321
   Web of Science ®Google Scholar
• Derrington, M. L., & Campbell, J. W. (2013). The changing conditions of instructional leadership: Principals’ perceptions of teacher evaluation accountability measures. In B. Barnett, A. R. Shoho, & A. J. Bowers (Eds.), School and district leadership in an era of accountability (pp. 231–251). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Derrington, M. L., & Campbell, J. W. (2018). High-stakes teacher evaluation policy: US principals’ perspectives and variations in practice. Teachers and Teaching: Theory and Practice, 24, 1–17.
   Web of Science ®Google Scholar
• Diamond, J., & Spillane, J. P. (2004). High-stakes accountability in urban elementary schools: Challenging or reproducing inequality? Teachers College Record, 106(6), 1145–1176. doi:10.1111/tcre.2004.106.issue-6
   Web of Science ®Google Scholar
• Duke, D. L., & Stiggins, R. J. (1986). Teacher evaluation: Five keys to growth. Washington, D.C.: National Educational Association.
   Google Scholar
• Duke, D. L., & Stiggins, R. J. (1990). Beyond minimum competence: Evaluation for professional development. In J. Millman & L. Darling-Hammond (Eds.), The new handbook of teacher evaluation: assessing elementary and secondary school techers (pp. 116–132). Newbury Park, CA: Corwin Press.
   Google Scholar
• Firestone, W., Monfils, L., Schorr, R., Hicks, J., & Martinez, M. C. (2004). Pressure and support. In W. Firestone, L. Monfils, & R. Schorr (Eds.), The ambiguities of teaching to the test. Standards, assessment and educational reform(pp. 63–69). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Ganon-Shilon, S., & Schechter, C. (2017). Making sense of school leaders’ sense-making. Educational Management Administration & Leadership, 45(4), 682–698. doi:10.1177/1741143216628536
   Web of Science ®Google Scholar
• Goldring, E., Grissom, J. A., Ruben, M., Neumerski, C. M., Cannata, M., Drake, T., & Schuermann, P. (2015). Make room value added: principals’ human capital decisions and the emergence of teacher observation data. Educational Researcher, 44(2), 96–104. doi:10.3102/0013189X15575031
   Web of Science ®Google Scholar
• Grider, C. (1993). Foundations of cognitive theory: A concise review. Retrieved November 15, 2015, from http://files.eric.ed.gov/fulltext/ED372324.pdf .
   Google Scholar
• Grissom, J. A. (2011). Can good principals keep teachers in disadvantaged schools? Linking principal effectiveness to teacher satisfaction and turnover in hard-to-staff environments. Teachers College Record, 113(11), 2552–2585.
   Web of Science ®Google Scholar
• Gunnulfsen, A. E., & Moller, J. (2016). National testing: Gains or strains? School leaders’ responses to policy demands. Leadership and Policy in Schools, 16(3), 455–474. doi:10.1080/15700763.2016.1205200
   Web of Science ®Google Scholar
• Halverson, R., & Clifford, M. (2006). Evaluation in the wild: A distributed cognitive perspective on teacher assessment. Educational Administration Quarterly, 42(4), 578–619. doi:10.1177/0013161X05285986
   Web of Science ®Google Scholar
• Halverson, R., Kelley, C., & Kimball, S. (2004). Implementing teacher evaluation systems: How principals make sense of complex artifacts to shape local instructional practice. In C. Miskel & W. Hoy (Eds.), Theory and research in educational administration (pp. 66–90). Greenwich, CT: Information Age Press.
   Google Scholar
• Harris, D. N., Ingle, W. K., & Rutledge, S. A. (2014). How teacher evaluation methods matter for accountability: A comparative analysis of teacher effectiveness ratings by principals and teacher value-added measures. American Educational Research Journal, 51(1), 73–112. doi:10.3102/0002831213517130
   Web of Science ®Google Scholar
• Hill, H. C., & Barth, M. (2004). NCLB and teacher retention: Who will turn out the lights? Education and the Law, 16(2–3), 173–181. doi:10.1080/0953996042000291588
   Google Scholar
• Jacob, B. A., & Lefgren, L. (2008). Can principals identify effective teachers? Evidence on subjective performance evaluation in education. Journal of Labor Economics, 26(1), 101–136. doi:10.1086/522974
   Web of Science ®Google Scholar
• Klein, G., Moon, B., & Hoffman, R. R. (2006). Making sense of sensemaking 1: Alternative perspectives. IEEE Intelligent Systems, 21, 22–26.
   Web of Science ®Google Scholar
• Koyama, J. (2014). Principals as bricoleurs: Making sense and making do in an era of accountability. Educational Administration Quarterly, 50(2), 279–304. doi:10.1177/0013161X13492796
   Web of Science ®Google Scholar
• Maitlis, S., & Christianson, M. (2014). Sensemaking in organizations: Taking stock and moving forward. The Academy of Management Annals, 8(1), 57–125. doi:10.5465/19416520.2014.873177
   Web of Science ®Google Scholar
• Michigan Department of Education. (2015). Educator evaluations. Retrieved from http://www.michigan.gov/mde/0,4615,7-140-5683_75438—,00.html
   Google Scholar
• Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methodssourcebook (3rd ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Nelson, B. S., Sassi, A., & Grant, C. M. (2001, April). The role of educational leaders in instructional reform: Striking a balance between cognitive and organizational perspectives. Paper presented at the American Educational Research Association Conference, Seattle, WA.
   Google Scholar
• Reid, D. B. (2017). U.S. principals’ interpretation and implementation of teacher evaluation policies. The Qualitative Report, 22(5), 1457–1470.
   Web of Science ®Google Scholar
• Rigby, J. (2015). Principals’ sensemaking and enactment of teacher evaluation. Journal of Educational Administration, 53(3), 374–392. doi:10.1108/JEA-04-2014-0051
   Web of Science ®Google Scholar
• Seashore-Louis, K., & Robinson, V. M. (2012). External mandates and instructional leadership: School leaders as mediating agents. Journal of Educational Administration, 50(5), 629–655. doi:10.1108/09578231211249853
   Google Scholar
• Seashore-Louis, K., Wahlstrom, K. L., Leithwood, K., & Anderson, S. E. (2010). Investigating the links to improved student learning. The Wallace Foundation. Retrieved December 10, 2015, from http://www.wallacefoundation.org/knowledge-center/school leadership/key-research/Pages/Investigating-the-Links-to-Improved-Student Learning.aspx
   Google Scholar
• Shaked, H., & Schechter, C. (2016). Schools principals as mediating agents in education reforms. Leadership and Policy in Schools, 37(1–2), 19–37. doi:10.1080/13632434.2016.1209182
   Google Scholar
• Smylie, M. A. (2010). Continuous school improvement. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Spillane, J. P., & Lee, L. C. (2014). Novice school principals’ sense of ultimate responsibility: Problems of practice in transitioning to the principals’ office. Educational Administration Quarterly, 50(3), 431–465. doi:10.1177/0013161X13505290
   Web of Science ®Google Scholar
• Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387–431. doi:10.3102/00346543072003387
   Web of Science ®Google Scholar
• Steinberg, M. P., & Donaldson, M. L. (2016). The new educational accountability: Understanding the landscape of teacher evaluation in the post-NCLB era. Education Finance and Policy, 11(3), 340–359. doi:10.1162/EDFP_a_00186
   Web of Science ®Google Scholar
• Steinberg, M. P., & Sartain, L. (2015). Does teacher evaluation improve school performance? experimental evidence from Chicago’s excellence in teaching project. Education Finance and Policy, 10(4), 535–572. doi:10.1162/EDFP_a_00173
   Web of Science ®Google Scholar
• Taylor, E. S., & Tyler, J. H. (2012). The effect of evaluation on teacher performance. American Economic Review, 102(7), 3628–3651. doi:10.1257/aer.102.7.3628
   Web of Science ®Google Scholar
• Timperley, H. (2011). Knowledge and the leadership of learning. Leadership and Policy in Schools, 10(2), 145–170. doi:10.1080/15700763.2011.557519
   Google Scholar
• Tuytens, M., & Devos, G. (2010). The influence of school leadership on teachers’ perception of teacher evaluation policy. Educational Studies, 36(5), 521–536. doi:10.1080/03055691003729054
   Web of Science ®Google Scholar
• Tuytens, M., & Devos, G. (2017). Teacher evaluation policy as perceived by school principals: The case of Flanders (Belgium). Teachers and Teaching: Theory and Practice, 24, 1–14.
   Web of Science ®Google Scholar
• Weick, K. E. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Weick, K. E., Sutcliffe, K. M., & Obstfeld, D. (2005). Organizing and the process of sensemaking and organizing. Organization Science, 16(4), 409–421. doi:10.1287/orsc.1050.0133
   Web of Science ®Google Scholar
• Yin, R. K. (2013). Case study research (5th ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Young, S., Range, B. G., Hvidston, D., & Mette, I. M. (2015). Teacher evaluation reform: Principals’ beliefs about newly adopted teacher evaluation systems. Planning and Change, 46(1–2), 158–174.
   Google Scholar