This report presents selected findings from the 2021-22 Principal Follow-up Survey (PFS). The PFS is a longitudinal component of the National Teacher and Principal Survey (NTPS), which is a nationally representative survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The National…

This report presents selected findings from the 2021-22 Principal Follow-up Survey (PFS). The PFS is a longitudinal component of the National Teacher and Principal Survey (NTPS), which is a nationally representative survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The National…

In the 1950s and 1960s, students practiced ducking under their desks in case of an atomic bomb attack. We know that this was silly and provided no protection and many school practices that are popular today are equally silly. This book explores a wide range of what the authors label "duck and cover" policies--ideas that may have started…

This study focused on the regenerative potential of peer observation in a post-pandemic educational climate. Teachers shared that the culture of the profession was drastically changed during and after the pandemic partly due to the restrictions put in place that prevented colleague relationships from beginning or continuing and partly due to the…

In this quantitative study, I surveyed building-level administrators in Washington State to see whether their perspectives regarding the Teacher-Principal Evaluation Program (TPEP) that was current in 2022 had changed since they had moved from classroom teaching to building administration. The research consisted of a survey with three primary…

Indiana K-12 teacher evaluations were lawfully mandated by Public Law (PL) 90 in 2012. PL 90 required all public-school teachers to be rated annually by their administrators using a state approved teacher evaluation rubric. Teachers were evaluated as highly effective, effective, needs improvement, and ineffective. Student achievement and growth on…

The purpose of this research is to examine the perceptions of campus administrators and teachers of the new Texas Teacher Evaluation and Support System (T-TESS) in a suburban Texas school district. Historically, teacher evaluation systems have failed to reach the intended outcome of serving as a tool to improve teaching practices. When campus…

This article explores how inservice teachers articulate and challenge notions of effective teaching as part of an environment of high-stakes teacher evaluation (HSTE) in Tennessee. Drawing on data from public forum speeches at school board meetings, policy documents, and interviews, we used thematic discourse analysis to investigate how teacher…

Researchers and practitioners sometimes presume that using a previously "validated" instrument will produce "valid" scores; however, contemporary views of validity suggest that there are many reasons this assumption can be faulty. In order to demonstrate just some of the problems with this view, and to support comparisons of…

Background/Context: As part of a nationwide initiative that re-conceptualized teacher evaluation, Virginia issued the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers on July 1, 2012; these guidelines marked a significant overhaul of the state's approach to teacher evaluation. Previous studies examined the impact…

This causal comparative study examined differences between Modeling Instruction delivered through distance learning (DL) versus face-to-face (FTF) in terms of teachers' performance on professional development evaluation tools for content knowledge and self-efficacy. The theoretical foundation of this study included elements of professional…

Researchers have just scratched the surface in terms of the applicability of social cognitive theory to the work of the school principal specifically in an era of high stakes accountability mandates. The purpose of this qualitative study was to better understand school principals' self-efficacy regarding their leadership capabilities as they are…

Teacher clarity is widely considered an essential element of effective teaching and student success. The same holds true in the IDEA Student Ratings of Instruction system (SRI). On Diagnostic Feedback (DF), the item "Explained course material clearly and concisely," which IDEA considers a measure of teacher clarity, has consistently been…

The purpose of this study was to explore whether or not evaluation practices found in a Tennessee school system impacted teachers' job satisfaction. School districts have difficulty retaining quality teachers because of discontentment in the professions. Teachers who are satisfied with their jobs tend to have a greater influence on student…

Purpose: The purpose of this paper is to evaluate the presence of systems thinking after an educational proposal on climate sustainability based on reflection and video creation. To evaluate this competency, an evaluation rubric was constructed. Design/methodology/approach: This research is a case study with a mixed approach. It was carried out…