System-level Leaders’ Local Control of Teacher Supervision and Evaluation Under Every Student Succeeds Act
Type:
Article
Topics:
Journal of Scholarship and Practice,
Leadership Development
September 01, 2022
Appears in 2022 Fall Journal of Scholarship and Practice.
This article investigates school system leaders’ influence and control over local teacher supervision
and evaluation systems (TSES) guided by the United States’ (U.S.) Every Student Succeeds Act
(ESSA). Using qualitative, textual document analysis methods, we analyzed 50 states’ ESSA policies
to determine the extent to which local education agencies have flexible TSES authority granted by
state and federal guidelines. The study findings indicate that a majority of U.S. state-level policies
mandate standardized TSES tools and processes at the local district level. In order to optimally meet
students’ and teachers’ needs, we recommend that systems-level leaders prioritize community driven
visions for teachers’ professional growth and student learning while maintaining appropriate
responsiveness to state and federal educational policy requirements.
AUTHORS
Douglas Wieczorek, PhD
Associate Professor
Iowa State University
School of Education
Ames, IA
Israel Aguilar, PhD
Assistant Professor
University of Texas, Rio Grande Valley
Department of Organization and School Leadership
Ian Mette, PhD
Associate Professor
Educational Leadership
College of Education and Human Development
University of Maine
Orono, ME
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