New Project Conceptualization (Purpose - Uncover why teacher workforce…
New Project Conceptualization
5-6 Michigan districts
Mixed-methods/sequential design - interviews, surveys, document review
Phase 1 Understanding the design process & its influences
Interview CO personnel & teacher labor leaders to understand the nature of the local design process and the influences of state policy and district context
Phase 2 Understanding the implementation process and its effect on the labor relations climate
survey teachers to get more info. on district (and school) context and some teacher level affective outcomes.
Sense making is too big. Reviewers didn't understand it. But bridging & buffering make sense here.
How districts respond to stress
Theory x of leadership
Literature recommended by reviewers
Donaldson, Woulfin, LeChasseur, Cobb. (2016). The structure & substance of teachers' opportunities to learn about TE reform: Promise or pitfall for equity? 14 districts implementing TE in CT. Sampled 2 districts. Examines how principals shaped teachers' opportunities to learn about new TE policy using sensemaking theory. Similar formal opportunities to learn, but informal opportunities differed. Schools with more low income & students of color had less robust opportunities to learn. Team based approaches to learning show promise.
Reinhorn, Johnson, S. M., Simon. (2017). Investing in Development: Six high-performing, high-poverty schools implement the MA TE policy.
Studied 6 high-performing, high-poverty schools in 1 MA city implemented TE policy. Interviewed 142 teachers & administrators through lens of sense-making theory. All schools gave priority to goal of development over accountability. Teachers agreed that this approach was being taken. School results differed based on distinct policy contexts.
(Strunk, K., Marsh, Bush-Mecenas, Duque. (2016) The best laid plans: An examination of school plan quality & implementation in a school improvement initiative.
Review of 206 school plans in LAUSD within first 3 years SI initiative to determine relationship between plan quality & implementation. Mixed methods. Found positive relationships b/t plan quality & implementation outcomes in first reform phase but not second.
Purpose - Uncover why teacher workforce reforms have not yielded their intended results of greater variation in TE ratings in some districts & to ID structures and practices used in district where they have.
RQ 2 - How do these new local teacher TE policies vary as signed and as practiced? In particular, under what conditions are administrators attempting to distinguish performance among teachers &/or to promote teacher reflection & professional growth.
Should we focus be on the difference between charter and traditional public schools because there is more variation there?
Will the evaluation systems reflect variating quality of teachers?
Q - How do we explain that poor ratings actually occur?
Q - Are differing results across districts due to different designs or implementations?
RQ: (1) How has state CBP, in conjunction with local district factors, influenced the ways in which teacher and administrative leaders in school districts develop new state-mandated performance-based teacher evaluation systems?