A Thirty State Analysis of Teacher Supervision and Evaluation Systems in the ESSA Era

Autor/inn/en	Mette, Ian; Aguilar, Israel; Wieczorek, Douglas
Titel	A Thirty State Analysis of Teacher Supervision and Evaluation Systems in the ESSA Era
Quelle	In: Journal of Educational Supervision, 3 (2020) 2, S.105-135, Artikel 7 (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Supervision; Teacher Evaluation; State Policy; Educational Legislation; Elementary Secondary Education; Federal Legislation; Formative Evaluation; Summative Evaluation; Politics of Education; Policy Analysis; Language Usage; Growth Models + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Bildungsrecht; Schulgesetz; Bundesrecht; Educational policy; Bildungspolitik; Politikfeldanalyse; Sprachgebrauch
Abstract	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 behaviorism (Hazi, 2019), decision-making structures (Hazi & Arredondo Rucinski, 2009; Ruff, 2019), and policy rationalism (Louis et al., 2008; Orr, 2007). Data were analyzed inductively (Wolcott, 2009) to investigate how 30 states developed TSES models and from this we analyze the messages conveyed about improvement. Thus, while ESSA intended to provide states and local districts with more political control to develop and implement TSES models, our analyses shows how ESSA has extended and reinforced state-level TSES policy development and reduced districts' local control and authority to supervise and evaluate instruction. (As Provided).
Anmerkungen	University of Maine College of Education and Human Development. 334 Merrill Hall, University of Maine, Orono, ME 04469. Web site: https://digitalcommons.library.umaine.edu/jes/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01