A Study of Principals’ Perceptions as Implementers of Michigan’s Mandated Teacher Evaluation Policy
A Study of Principals’ Perceptions as Implementers of Michigan’s Mandated Teacher Evaluation Policy

Author: Linda K. Foran

Publisher:

Published: 2015

Total Pages: 330

ISBN-13:

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The purpose of this study was to identify and develop an understanding of the relationships between the perceptions of principals regarding the Michigan mandatory annual teacher evaluation policy and job satisfaction, self-efficacy, and stress as principals navigated the roles of building manager, instructional leader and policy implementer. This quantitative study asked 3,009 Michigan public school principals to share their perceptions regarding the teacher evaluation policy. A total of 426 principals responded to a questionnaire published in a web-based format using a Likert scale. Interest in this study by the Michigan Department of Education Research Department allowed access to all email addresses for Michigan public schools using the Educational Entity Master (EEM) system. Questions in the survey collected demographic data and uncovered perceptions held by respondents regarding policy implementation, role definition, and reinforced constructs of job satisfaction, self-efficacy, time, stress, need for training and fairness in the implementation process Stakeholder theory, which had roots in business, defined the reciprocal relationship between owners and stakeholders by observing management practices implemented for the pursuit of articulated organizational goals and served as the conceptual framework. Descriptive and inferential statistics were used for the analysis and showed Michigan principals were marginally knowledgeable regarding the requirements of the evaluation policy; job satisfaction and self-efficacy were correlated to principals’ voice in the formation and implementation of the evaluation policy especially at the building and district levels; a weak relationship existed between knowledge and respondent self-esteem; and the constructs of job satisfaction, self efficacy, stress/time and knowledge were predictors for successful vi implementation of the policy. Coding the open-ended question led to the reinforcement of themes pertaining to self-efficacy, job satisfaction, time and stress. Additional identified themes included the need for training and a concern for statewide level of fairness in completing the evaluation. Through the lens of stakeholder theory, it was important to acknowledge the reciprocal relationship between the principal (as stakeholder) and Michigan legislature (as the firm). To increase the knowledge, job satisfaction and self-efficacy of principals, the opportunity to provide a voice to policy formation and implementation is recommended. Professional organizations, government and educational agencies and higher education leadership programs must address communication and training opportunities for educational leaders.

A Case Study of the Design and Implementation of a New Teacher Evaluation System in a Northern Michigan School District
A Case Study of the Design and Implementation of a New Teacher Evaluation System in a Northern Michigan School District

Author: Scott Moore

Publisher:

Published: 2017

Total Pages: 203

ISBN-13:

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The purpose of this study was to identify how one district attempted to meet the need for greater accountability in the teacher evaluation process as mandated by law and to describe strategies that were employed by the district to ensure the integration of student achievement data. This research highlighted how a teacher evaluation instrument evolved over a 5-year period from 2011 to the end of the 2014–2015 school year. This qualitative, single-case study comprised examination of interview responses of 17 stakeholders including a former superintendent, technology director, two board of education members, three former principals, and ten teacher-leaders. Open-ended interview questions led to an objective understanding of the process of change and compliance with Michigan legislation, PA 102 (2011). Findings revealed a consensus of the meaning interpreted by the personal experience of the stakeholders about the integration of Danielson’s (1996) teacher evaluation rubric with a system that considered multiple measures of student achievement data. Multiple themes emerged in the analysis of stakeholders’ perceptions of the efforts in one Michigan school district to comply with a state-mandated teacher evaluation process. Paramount among the themes was that trust needed to be involved in the process of teacher evaluation for improvement to transpire. Principals’ leadership and collaboration among staff, union representatives, central office, and policy-makers was critical to successful implementation of the modified teacher evaluation process. Ownership felt by all stakeholders extended confidence for addressing continuing change and assured sustainability of the process.

An Exploration of how Middle School Principals Make Sense of Current Teacher Evaluation Policy and how Their Understanding Impacts Their Work to Help Teachers Develop Instructional Practice
An Exploration of how Middle School Principals Make Sense of Current Teacher Evaluation Policy and how Their Understanding Impacts Their Work to Help Teachers Develop Instructional Practice

Author: Joshua Emerson Traughber

Publisher:

Published: 2016

Total Pages: 128

ISBN-13:

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Principals are required to be instructional and managerial leaders for their schools, which includes the responsibility of implementing educational policy. The primary purpose of this qualitative case study was to explore how middle school principals interpret what they must do to comply with Michigan's current teacher-evaluation policy and how that understanding affects their work to help teachers develop instructional practice. To frame the research, three questions were used. First, how do middle school principals make sense of what they must do to comply with emerging teacher-evaluation policy in Michigan, including the questions "How do principals learn what they must do to comply with emerging policy?" and "How do principals describe what they have decided they must do to comply with emerging policy?" Second, what do middle school principals currently do to help teachers develop instructional practice? And third, how do middle school principals describe their work to develop teachers' instructional practice prior to recent changes in teacher-evaluation policy in Michigan? Three principals, serving in different geographical areas of Kent County, participated in the study. Data collection procedures included a face-to-face interview, principal observation, and reviewing teacher-evaluation artifacts. After I analyzed word tables, three findings stood out: context mattered as school districts made a difference in terms of how the principals made sense of and implemented teacher-evaluation policy; the middle school principal's job requirements increased due to teacher-evaluation legislation or district policy; and each of the principals described collaborating with teachers as a way to help develop instructional practice.

Policy, Politics, and Pedagogy
Policy, Politics, and Pedagogy

Author:

Publisher:

Published: 2014

Total Pages: 382

ISBN-13:

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"Beginning in the mid-1990s, education policies regarding teacher evaluation have been designed under the assumption that increased accountability will result in higher levels of student achievement. No Child Left Behind (NCLB) legislation is the most well-known example of this philosophy at the national level. States around the country have adopted similar mentalities when developing state evaluation requirements. Michigan enacted a series a education reforms from 2009 through 2011 that increased the rigor and frequency of the evaluations that local districts needed to integrate within their evaluation programs. Aspects of the new laws included annual evaluations for all educators, easing of procedural steps to remove ineffective teachers, reduction of tenure protections, merit pay, and student growth being a required component of district models. How teachers in all settings have responded to these new requirements is an important question in assessing their effects on the professional behavior of educators. The purpose of this study was to determine the influence of state mandated evaluation requirements on school culture and instructional practices of teachers working in three successful public school districts in Mid-Michigan. The results of the research indicate that new state evaluation laws have generally influenced teachers. Teachers in the successful schools investigated have invested in professional development aimed to increase student assessment results on standardized tests and collaboratively use data to assess the effectiveness of their teaching practices. To a lesser extent, teachers have engaged in practices such as peer observation to improve their own instruction and replicate strategies that might increase student outcomes."--leaves 3-4.