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

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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