This cross-case synthesis gives voice to evaluators in EC-12 and higher education settings who are enacting a state-mandated system of teacher evaluation and support by examining their perceptions of the Texas Teacher Evaluation and Support System (T-TESS). Questions addressed included: How do differently situated school administrators and…

The aim of this research is to examine the roles and competencies of school principals working in project schools in terms of accountability, based on the views of school principals. This is a qualitative research which is based on the phenomenology design. The working group is chosen among the most well-known project schools in Istanbul using the…

Purpose: In U.S. public schools, principals must implement reforms that require instructional leadership across subjects, though little is known about subject-specific supervision. Methods: Through interviews with 26 K-8 principals, we examine instructional leadership for science. Findings: Our findings showed that science supervision occurred…

Most policymakers and academics agree that entrepreneurship is indispensable to society's development and well-being. Fostering entrepreneurship has become a matter of highest priority in public policy worldwide. Given the growing pressures of decentralization and competitiveness that schools have faced over the last 20 years, the role of school…

"The Wiley Handbook of Educational Supervision" offers a comprehensive resource that explores the evolution of supervision through contributions from a panel of noted experts. The text explores a wealth of topics including recent and dramatic changes in the complex context of today's schools. This important resource: (1) Describes…

Purpose: The purpose of this paper is to investigate how principals and school supervisory authorities understand and use feedback from mandatory proficiency tests (VERA) in the low-stakes context of Germany. For the analysis, the authors refer to a theoretical model of schools that differentiates between Autonomous and Managed Professional…

Principals serve as both instructional and administrative leaders in their schools. Their roles and responsibilities vary from managing school compliance issues to facilitating and assisting teachers with their instructional duties. In order to support principals in public schools, district leaders and others are working to build the kinds of…

How long does it take to become an effective board chair at an independent school? One year is certainly not enough. A typical two- or three-year term provides enough time in office to learn the role and start making progress in some critical area, but not enough time to develop any semblance of mastery. Then the chair's term is over and the board…

Purpose: The study investigates how various accountability contexts--including states, local boards, districts, school site councils, parent associations, and teachers--affect the ability of principals to influence instructional and supervisory decisions in their schools. Data: Data for the analysis come from 1999-2000 Schools and Staffing Survey…

This paper reports on the final phase of a three-part study on the status of instructional supervision within several New York City public schools. In the first parts of the study the researchers found, through extensive use of surveys (questionnaires and interviews), that centralized educational reform had serious consequences for instructional…

Strategies for meeting the challenges and responsibilities that the accountability movement implies for the school administrator, particularly the principal. (Author/MLF)

Argues the importance of improving teacher evaluation and educational accountability, and outlines a suggested model for effective teacher supervision and evaluation. (JG)

Argues that effective principals are expected to be effective instructional leaders, that is, they must know something about curriculum development, teacher and instructional effectiveness, clinical supervision, staff development, and teacher evaluation. (NKA)

The project discussed here was an outgrowth of a Title I, Elementary Seconoary Education Act cooperative project involving nine Arkansas school districts. Initiated during 1971-72 school year, the cooperative's first two years focused on developing and field testing procedures for conducting district wide assessment of needs, program planning, and…

Explores the principal's role in school reform. Attaching express legitimate power to the principal and ensuring that its effective and collaborative use is the most immediate route to reform. An autonomous, accountable, and achieving principal can function in a school reform setting like that of Chicago (Illinois). (SLD)