Document Type
Article
Publication Date
Fall 2022
Abstract
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.
Recommended Citation
Wieczorek, D., Aguilar, I., & Mette, I. (2022). System-level Leaders' Local Control of Teacher Supervision and Evaluation Under Every Student Succeeds Act. AASA Journal of Scholarship & Practice, 19(3), 10-31.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
First Page
10
Last Page
31
Publication Title
AASA Journal of Scholarship and Practice
Comments
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