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来源类型 | REPORT |
规范类型 | 报告 |
Principals’ Approaches to Developing Teacher Quality | |
Morgaen L. Donaldson | |
发表日期 | 2011-02-23 |
出版年 | 2011 |
语种 | 英语 |
概述 | Morgaen L. Donaldson aims to inform policymakers regarding how principals could exert a more positive influence on teacher quality. |
摘要 | Download this report (pdf) Download the executive summary (pdf) Download the report to mobile devices and e-readers from Scribd Event: The Principal’s Role in Driving Teacher Effectiveness: Opportunities and Constraints There is growing evidence that, of all school resources, teachers have the largest impact on student achievement. Principals arguably play the most important role in ensuring that excellent teaching occurs in their school. How principals hire teachers, assign them to specific positions, evaluate them, and provide growth opportunities for them likely have major ramifications regarding teacher quality. For this reason, New York City, Washington D.C., and numerous other districts have undertaken large reforms to enable principals to hire higher-quality teacher candidates and use teacher evaluations to fire poorly performing instructors and identify and reward exceptional ones. Influential stakeholders such as the Gates Foundation, the Carnegie Foundation, and the Aspen Institute have launched human capital initiatives aimed at developing talent in public schools and districts. And states have increased their focus on the work of the principal in large part due to Race to the Top and other funding priorities initiated by the U.S. Department of Education and supported by Congress. Despite this interest from practitioners, grant-makers, and policymakers, there has been little research regarding how principals attempt to raise teacher quality at their school site. This report provides key findings from a study of 30 principals working in charter and conventional schools in two northeastern states. In doing so, it aims to inform policymakers regarding how principals could exert a more positive influence on teacher quality. This report focuses on the following questions: 1. What influenced how these principals carried out the tasks of hiring, assigning, evaluating, and providing professional development to teachers? 2. What constraints and opportunities affected the ways in which they carried out these tasks? 3. Do the ways in which principals carried out hiring, assignment, evaluation, and professional development differ by context? Overall, three key findings emerge from this research.
These findings suggest that policymakers would be wise to address four major barriers to principals’ ability to improve teaching quality in their schools:
Additionally, policymakers should address:
The report is organized as follows: It begins by grounding the study in select research findings. It then describes the methods employed to identify the sample and collect and analyze data. It then presents the study’s findings regarding hiring and assignment; evaluation and dismissal; and professional development and induction. It concludes by discussing these findings and laying out implications of this research that policymakers might consider. Morgaen L. Donaldson is an assistant professor of educational leadership at the University of Connecticut’s Neag School of Education and a research affiliate at the university’s Center for Education Policy Analysis. Download this report (pdf) Download the executive summary (pdf) Download the report to mobile devices and e-readers from Scribd Event: The Principal’s Role in Driving Teacher Effectiveness: Opportunities and Constraints |
主题 | Education, K-12 |
URL | https://www.americanprogress.org/issues/education-k-12/reports/2011/02/23/9161/principals-approaches-to-developing-teacher-quality/ |
来源智库 | Center for American Progress (United States) |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/435001 |
推荐引用方式 GB/T 7714 | Morgaen L. Donaldson. Principals’ Approaches to Developing Teacher Quality. 2011. |
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