The response of central office leaders to the Teacher Effectiveness model.
Open Access
- Author:
- Mccrea, Andrew Ernst
- Graduate Program:
- Educational Leadership
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- October 06, 2015
- Committee Members:
- Nona Ann Prestine, Committee Chair/Co-Chair
Edward J Fuller, Committee Member
Ronald Robert Musoleno, Committee Member
Edgar Paul Yoder, Committee Member - Keywords:
- education leadership
sensemaking
organizational learning - Abstract:
- The current study extends the research on teacher evaluation models beyond psychometric reliability and validity by examining the role central office staff have in implementing reform. Central office staff are often the first educators exposed to new reform-related information and play an active role in implementation by interpreting what they learn and shaping it to fit their local context. The literature base suggests that background knowledge and social interaction are two factors that influence how interpretations are made. These interpretations shape reform at the local level, and thus, affect whether new practices are aligned only with surface-level behaviors of change or deeper shifts in values, beliefs, and goals. This study considered how background knowledge and social interaction, as well as other factors like the perceived value or worth of reform, competing issues in a district, and personal beliefs of central office staff influenced the central office staff response to new reform oriented information from Pennsylvania’s Teacher Effectiveness Model (TEM). Results found that factors related to personal beliefs, the perception of value or benefit a reform is perceived to have in a district, and the social network of central office staff interacted to shape the sense that was ultimately made. Findings also indicated a tendency for districts to leverage the TEM as a way of focusing on pre-existing local initiatives. Personal beliefs and perception of value or benefit are factors that have received limited attention in the sensemaking literature, as has the complex interaction between these and other factors. Current findings suggested additional attention should be given to these areas.