Teacher effectiveness has long been identified as critical to student success and, more recently, supporting students attaining the skills and dispositions required to be successful in the early 21st century. To do so requires that teachers engage in professional learning characterized as a shift away from conventional models of evaluation and…

This study assessed the influence of school heads' direct supervision on teacher role performance in public senior high schools. The study adopted the embedded mixed methods design. Slovin's formula, the proportional allocation method, and simple random and purposive sampling were used to select a sample of 617 respondents comprising 295 teachers,…

This inquiry focuses on the "overall instructional leadership" approaches used by exemplary principals in three high performing Canadian provinces to overcome three persistent obstacles to effective teacher supervision and evaluation: (a) the management challenge, (b) the complexity challenge, and (c) the learning challenge. Analysis of…

We investigated how 12 K-12 public school principals in a Northeastern U.S. state perceived their role to provide teachers with instructional feedback during Race to the Top (RTTT). Guided by the use of evidence gathered from standardized teaching-practice rubrics, principals reported they provided more honest and frank instructional feedback to…

As the Texas Education Agency (TEA) rolls out the state-wide implementation of the new teacher evaluation system, thousands of Texas school administrators have completed the required training and have become certified appraisers under the new Texas Teacher Evaluation and Support System (T-TESS). During the state training, participants are…

Formal and informal systems of evaluation are commonly used by school divisions and districts to monitor teaching staff, measure teacher quality, inform staffing decisions, and plan professional development opportunities. Criticism from educators and supervisors of traditional and nontraditional evaluation systems has raised questions regarding…

Instructional leadership is a primary task of school leaders, but this work may be complicated when leaders and teachers do not share content area or grade level expertise. Work around leadership content knowledge (LCK) acknowledges that school leaders cannot know everything about teaching in the content areas, but suggests leaders can work to…

This Manual is a practical guide especially created for early childhood principals, administrators, teachers, and others directly involved in providing appropriate, high-quality preschool and kindergarten programs for young children in both public and nonpublic settings. The purpose of this manual is to inform evaluators and administrators about…

This article extends prior research seeking to identify preparation features related to better workforce outcomes. To our knowledge, it is the first to link many dimensions of preparation to graduates' first-year observation ratings. It follows 305 preservice teachers (PSTs) who student taught in Chicago Public Schools (CPS) in 2014-2015 and were…

The teacher evaluation process provides opportunity for instructional feedback and teacher improvement, but also may influence the beliefs teachers have about the quality of their own work and their confidence levels as a teacher. Self-efficacy plays a vital role in determining teacher effectiveness and the students' academic experience, but…

Driven by Race to the Top funding and quickly designed and deployed in 2010-2011, a new teacher evaluation policy in Tennessee altered principals' supervisory practices regarding their use of time for observation and reporting, their interaction with teachers, and the methods for giving teachers performance ratings. In addition, student test score…

This paper offers a model of supervisory collaboration that brings teacher and administrator programs together through a lens of formative evaluation. The roles of teacher and principal must be collaborative to sustain student success, yet the preparation models for those respective positions are often isolated from each other, as varying…

The purpose of this research was to explore how principals in eight high-functioning elementary schools in one American school district balanced teacher supervision and evaluation in their role as an instructional leader. Using the theoretical framework of "wicked problems," to unpack the circular used to problematize teacher supervision…

Set in a collective bargaining state in the Northeastern U.S., this exploratory case study investigated how a sample of 12 public school principals interpreted new teacher evaluation processes required by Race to the Top (RTTT). Principals reported that the RTTT evaluation system disrupted established routines and contractual guidelines for…

This article focuses on the use of display questions to construct positive identities in post observation feedback talk between in-service English language teachers and a supervisor. Using a linguistic ethnographic framework, microanalysis of dyadic feedback interaction is supplemented with ethnographic data gathered from participant perspective…