Abstract
This article presents the argument that meaningful teacher evaluation in schools can be an important catalyst for organizational learning and school improvement when it is linked to broader conceptions of leadership in schools. A state-of-the-art teacher evaluation, assessment and professional growth system is described and the manner in which this system is linked to leadership density, organizational learning, and school improvement is detailed. Findings from two contrasting case studies of schools implementing this new system are presented and implications of the findings for linking teacher evaluation systems, newer conceptions of school leadership, and school improvement are described.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Annunziata, J.R. (1988). Perceptions of the Use of the Teacher Assessment and Development System (TADS) to Instructional Improvement. Unpublished doctoral dissertation. College of Education, University of Miami, Miami, Florida.
Airasian, P.W., & Gullickson, A. (1997). Teacher Self-evaluation. In J. Stronge (Ed.), Evaluating Teaching: A Guide to Current Thinking and Best Practice (pp. 215-249). Thousand Oaks, CA: Corwin.
Barber, L.W. (1990). Self-assessment. In J. Millman, & L. Darling-Hammond (Eds), Teacher Evaluation: Assessing Elementary and Secondary School Teachers (pp. 216-228). Newbury Park, CA: Sage.
Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: Freeman.
Bolman, L., & Deal, T.E. (1997). Reframing Organizations: Artistry, Choice, and Leadership (2nd edn). San Francisco: Jossey-Bass.
Burns, J.M. (1978). Leadership. New York: Harper and Row.
Cuban, L. (2001). How can I fix it? Finding Solutions and Managing Dilemmas: An Educator's Road Map. New York: Teachers College Press.
Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Darling-Hammond, L. (1996). The Quiet Revolution: Rethinking Teacher Development. Educational Leadership, 53, 4-10.
Darling-Hammond, L. (1990). Teacher Evaluation in Transition: Emerging Roles and Evolving Methods. In J. Millman, & L. Darling-Hammond (Eds), The New Handbook of Teacher Evaluation: Assessing Elementary and Secondary School Teachers (pp. 17-34). Newbury Park, CA: Sage.
Darling-Hammond, L., Wise, A., & Pease, J.R. (1983). Teacher Evaluation in the Organizational Context: A Review of the Literature. Review of Educational Research, 53, 285-283.
Davis, D.R., Pool, J.E., & Mits-Cash, M. (2000). Issues in Implementing a New Teacher Assessment System in a Large School District: Results of a Qualitative Field Study. Journal of Personnel Evaluation in Education, 14(4), 285-306
Deal, T.E., & Peterson, K.D. (1999). Shaping School Culture: The Heart of Leadership. San Francisco: Jossey-Bass.
Duke, D.L. (1993). Removing Barriers to Professional Growth. Phi Delta Kappan, 74, 702-712.
Duke, D.L., & Stiggins, R. (1986). Teacher Evaluation: Five Keys to Growth. Washington, D.C.: National Education Association.
Duke, D.L., & Stiggins, R.J. (1990). Beyond Minimum Competence: Evaluation for Professional Development. In J. Millman, & L. Darling-Hammond (Eds), The New Handbook of Teacher Evaluation: Assessing Elementary and Secondary School Teachers (pp. 116-132). Newbury Park, CA: Sage.
Ellett, C.D. (1987). Emerging Teacher Performance Assessment Practices: Implications for the Instructional Supervision Role of School Principals. In W. Greenfield (Ed.), Instructional Leadership: Concepts and Controversies (pp. 302-327). Boston: Allyn & Bacon.
Ellett, C.D. (1997). Classroom-based Assessments of Teaching and Learning. In James Stronge (Ed.), Evaluating Teaching: A Guide to Current Thinking and Best Practice (pp. 107-128). Newbury Park, CA: Corwin Press.
Ellett, C.D. (2000). Professional Assessment and Comprehensive Evaluation System (PACES) Teaching and Learning Professional Growth Manual. Watkinsville, Georgia: CDE Research Associates, Inc.
Ellett, C.D., & Garland, J. (1987). Teacher Evaluation Practices in our Largest School Districts: Are They Measuring up to “State-of-the-art” Systems? Journal of Personnel Evaluation in Education, 1(1), 69-92.
Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. London: The Falmer Press.
Fullan, M. (2001). Leading in a Culture of Change. San Francisco: Jossey-Bass.
Habermas, J. (1987). The Theory of Communicative Action. Vol. 2: Lifeworld and Aystem: A Critique of Functional Reasons. (T. McCarthy, trans.) Boston: Beacon Press.
Hoyle, J.R. (2002). Leadership and the Force of Love: Six Keys to Motivating with Love. Thousand Oaks, CA: Corwin.
Iwanicki, E.F. (1990). Teacher Evaluation for School Improvement. In J. Millman, & L. Darling-Hammond (Eds), The New Handbook of Teacher Evaluation: Assessing Elementary and Secondary School Teachers (pp. 158-174). Newbury Park, CA: Sage.
Joint Committee on Standards for Educational Evaluation (1988). The Personnel Evaluation Standards: How to Assess Systems for Evaluating Educators. Newbury Park, CA: Corwin Press.
Johnson, B.L. (1991). School Decentralization and Organizational Effectiveness: The Role of Teacher Alienation. Unpublished doctoral dissertation, Louisiana State University, Baton Rouge, LA.
Joyce, B., & Showers, B. (1995). Student Achievement Through Staff Development: Fundamentals of School Renewal (2nd edn). White Plains, NY: Longman.
Loup, K.S., Garland, J.S., Ellett, C.D., & Rugutt, J.K. (1996). Ten Years Later: Findings from a Replication of a Study of Teacher Evaluation Practices in our 100 largest School Districts. Journal of Personnel Evaluation in Education, 10, pp. 203-226.
Martin, L., & Kragler, S. (1999). Creating a Culture for Teachers' Professional Growth. Journal of School Leadership, 9(4), 311-320.
McGreal, T.L. (1988). Evaluation for Enhancing Instruction: Linking Teacher Evaluation and Staff Development. In S.J. Stanley, & W.J. Popham (Eds), Teacher Evaluation: Six Prescriptions for Success (pp. 1-29). Alexandria, VA: Association for Supervision and Curriculum Development.
Peterson, K.D. (1995). Teacher Evaluation: A Comprehensive Guide to New Directions and Practices. Thousand Oaks, CA: Corwin.
Poole, W. (1995). Reconstructing the Teacher-administrator Relationship to Achieve Systematic Change. (ERIC Document Reproduction Service, No. 384 127.)
Tucker, P.D. (1997). Lake Wobegon: Where all Teachers are Competent (or, Have We Come Terms with the Problem of Incompetent Teachers?). Journal of Personnel Evaluation in Education, 11, pp. 103-126.
Roth, W.M., & Tobin, K. (2001). The Implications of Co-teaching/cogenerative Dialogue for Teacher Evaluation: Learning from Multiple Perspectives of Everyday Practice. Journal of Personnel Evaluation in Education, 15(1), 7-30.
Schon, D. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
Sergiovanni, T.J. (2000). The Lifeworld of Leadership: Creating Culture, Community and Personal Meaning in our Schools. San Francisco: Jossey-Bass.
Smith, W., & Ellett, C.D. (2002a). A Mixed Methods Study of Small Jazz Combo as a Metaphor for Leadership Density in Schools. Presented at the annual meeting of the American Educational Research Association. New Orleans, LA.
Smith, W., & Ellett, C.D. (2002b). Teacher Self-efficacy Beliefs and Leadership Density in Schools. Presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W.K. (1998). Teacher Efficacy: Its Meaning and Measure. Review of Educational Research, 68(2), 202-248.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Davis, D.R., Ellett, C.D. & Annunziata, J. Teacher Evaluation, Leadership and Learning Organizations. Journal of Personnel Evaluation in Education 16, 287–301 (2002). https://doi.org/10.1023/A:1021791907098
Issue Date:
DOI: https://doi.org/10.1023/A:1021791907098