Under the "Every Student Succeeds Act," states and local school districts have more flexibility to design and implement teacher evaluation systems; however, very few studies have empirically examined the issue of localization of teacher evaluation policies. This study draws on longitudinal, mixed-methods evidence from school districts in…

Despite major changes to teacher evaluation since 2009, scant research examines how principals enact these policies. Drawing on qualitative interviews with 44 principals in 13 Connecticut districts, we use structure-agency theory to characterize how principals improvised when implementing the state evaluation model. We find that principals' use of…

This study examined a state-wide, policy-directed teacher evaluation model implemented across public schools and educator preparation programs. Such models are grounded in a theory of action that situates teacher learning within social relationships, yet does not account for the complexity of systems. Results challenge policy's implicit theory…

Teacher residencies are surfacing as a promising model for teacher preparation. One such residency program--Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE)--seeks to raise student achievement in local high-needs schools by increasing the effectiveness and retention of both new and veteran educators. CREATE aims to…

Teacher residencies are surfacing as a promising model for teacher preparation. One such residency program--Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE)--seeks to raise student achievement in local high-needs schools by increasing the effectiveness and retention of both new and veteran educators. CREATE aims to…

Public education reforms that attempt to more accurately determine the impact of individual teachers on student learning outcomes have resulted in recent changes to educator evaluation systems. In Massachusetts, teachers are evaluated according to their performance on the standards of effective teaching and their progress on student learning and…

This document, created by the Minnesota Department of Education (MDE), provides guidance for newly opening charter schools. This guide can be used to keep track of MDE deadlines, access the reporting calendar and follow the steps necessary to ensure the utilization of all the resources and revenue available from the state. This guidance document…

The purpose of this study is to critically evaluate value-added accountability measures currently enacted in the United States at the federal and state levels to assess teacher preparation programme (TPP) effectiveness. We draw on Newton and Shaw's framework for the evaluation of testing policy to evaluate the technical quality and social…

This paper reports on findings from a broader piece of research aimed at investigating the ways in which head teachers experience a new teacher evaluation policy in Portugal, particularly in regard to the challenges and perceived effects of the policy on school and on teacher development. Data were collected through a questionnaire with open and…

Principals' implementation of new teacher evaluation policies in a suburban and rural southeastern area of the United States was examined over a five-year period. This study reports findings on two of eleven interview questions examining changes in principals' perceptions over time regarding policy concerns and benefits. Findings indicate while…

The intersection of development in family and school settings has been well established and education policies have begun to promote ways to bridge the two contexts (i.e. teacher evaluations). For this manuscript, authors focus on how teachers and principals used a state educator evaluation policy to position parents as authorities on education.…

Although multiple-measure teacher evaluation systems have gained popularity in the United States, few studies have examined their implementation or how they are shaped by organizational context. New Orleans provides a strategic case to examine the enactment of a state teacher evaluation policy in a highly decentralized setting with variation in…

In 2010, the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) released the Common Core State Standards (CCSS) for K-12 English language arts/literacy and mathematics. CCSS are a state-led effort to define the knowledge and skills students need to graduate from high school…

This study explores the link between individualized, job-embedded professional development and teacher evaluation. Moreover, the study explores and describes job-embedded strategies that principals used to facilitate teacher development while working within a state-mandated evaluation system. The theoretical frame utilized four elements of…

Educator Excellence Innovation Program (EEIP) is a Texas Education Agency (TEA) grant program that funds innovation in teacher supports and leadership opportunities. This report summarizes the third year of implementation in Austin Independent School District (AISD).