An Idea Whose Time Had Come: Negotiating Teacher Evaluation Reform in New Haven, Connecticut

Morgaen L. Donaldson · John P. Papay

20 citations0/0 files storedAmerican Journal of Education

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Educational Assessment and Improvement Public Policy and Administration Research Teacher Education and Assessments

Abstract

This article examines New Haven (Connecticut) Public Schools’ efforts to create a new teacher evaluation model in a collaborative manner. Based on semistructured interviews with nearly 100 educators, we develop a case study charting the progress of the new system, TEVAL, from an initial concept through early implementation. We find that John Kingdon’s three streams—problems, politics, and policies—all aligned in the years preceding TEVAL’s adoption and were supported by local policy entrepreneurs. Notably, we also find that TEVAL’s progress was further facilitated by the relationships and interactions among the participants themselves.

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References

1994Qualitative Data Analysis: An Expanded Sourcebook 1968The Discovery of Grounded Theory: Strategies for Qualitative Research.1992Basics of Qualitative Research: Grounded Theory Procedures and Techniques.1993Basics of Qualitative Research: Grounded Theory Procedures and Techniques 1984Agendas, alternatives, and public policies 2000Determining Validity in Qualitative Inquiry 2005Teachers, Schools, and Academic Achievement 1981Qualitative Evaluation Methods

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