System-level Leaders’ Local Control of Teacher Supervision and Evaluation Under Every Student Succeeds Act
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.
Douglas Wieczorek, PhD
Iowa State University
School of Education
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