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Direct linkWieczorek, Douglas; Aguilar, Israel; Mette, Ian – AASA Journal of Scholarship & Practice, 2022
This article investigates school system leaders' influence and control over local teacher supervision and evaluation systems (TSES) guided by the United States' (U.S.) Every Student Succeeds Act (ESSA). Using qualitative, textual document analysis methods, we analyzed 50 states' ESSA policies to determine the extent to which local education…
Descriptors: Federal Legislation, Educational Legislation, Elementary Secondary Education, Teacher Supervision
Download full textOffice of Inspector General, US Department of Education, 2021
The objective of this audit was to determine whether the Department of Education (Department) is providing adequate oversight of grantee performance and funds awarded under the Student Support and Academic Enrichment (SSAE) program and is ensuring that State educational agencies (SEA) are meeting reporting requirements as established by the Every…
Descriptors: Federal Programs, Grants, Federal Legislation, Educational Legislation
New Leaders, 2019
Despite a growing research base on the need for and value of instructionally-focused principal supervisors, few states have addressed principal supervisors in their plans to implement the Every Student Succeeds Act (ESSA). In those plans that include strategies pertaining to principal supervisors, there is limited detail. This resource highlights…
Descriptors: Principals, Supervisors, Supervision, Federal Legislation
Mette, Ian; Aguilar, Israel; Wieczorek, Douglas – Journal of Educational Supervision, 2020
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,…
Descriptors: Teacher Supervision, Teacher Evaluation, State Policy, Educational Legislation
