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Full-Text Articles in Education
A Thirty State Analysis Of Teacher Supervision And Evaluation Systems In The Essa Era, Ian M. Mette, Israel Aguilar, Douglas Wieczorek
A Thirty State Analysis Of Teacher Supervision And Evaluation Systems In The Essa Era, Ian M. Mette, Israel Aguilar, Douglas Wieczorek
Journal of Educational Supervision
We analyzed teacher supervision and evaluation policy systems in 30 states since the passage of the Every Student Succeeds Act (ESSA) of 2015 in the United States (US). This qualitative study of state ESSA policy documents and legislation examined how teacher supervision and evaluation systems (TSES) models have been developed under ESSA, specifically regarding how the construction of TSES models conflated formative feedback with summative evaluation. Despite evolving federal-level and state-level education accountability policies spurred by No Child Left Behind (NCLB) in 2001, we argue that TSES systems are influenced by state-level historical political culture (Elazar, 1994; Fowler, 2013), workplace …
Making A Shift In Educator Evaluation, Diane M. Carreiro
Making A Shift In Educator Evaluation, Diane M. Carreiro
Journal of Educational Supervision
The educator evaluation process can be a compliance task as well as an arduous process causing stress and anxiety for educators and their evaluators. The evaluation process in this suburban district is changing. Educators and evaluators are working together to create a new knowledge base and share it amongst their school community and others. Educators are being allowed voice and choice when determining how they will be evaluated and the areas in which they are going to focus their own personal growth. Teachers are becoming school-based experts on the topics that they are learning and researching. This has allowed for …
To Be Continued: Carl Glickman’S Work As The Beginning Of The Story, Sara Espinoza
To Be Continued: Carl Glickman’S Work As The Beginning Of The Story, Sara Espinoza
Journal of Educational Supervision
Carl Glickman's life has been dedicated to researching and supporting school improvement initiatives that honor purposeful student learning. Currently, this kind of learning stands in contrast to mainstream educational practices. As a means of inviting school leaders to apply his work, this article highlights the commons threads in Glickman's writings, demonstrates their immediate relevance to all educators, and offers suggestions for taking action. With a framework of instructional supervision that emphasizes community, diversity, empowerment, democracy, and authenticity, there is a greater hope for bettering America's schools.