Explaining Variation in the Implementation of Observational Processes by School Leaders: Evidence from a Tennessee-Based Researcher–Practitioner Partnership

Abstract

Recent teacher evaluation reforms across the globe can improve student outcomes, though doing so depends on implementation by school leaders. This study aims to describe how teacher reports about classroom observation processes (TROPs) vary across within-teacher observations, teachers and schools and depend on contextual, teacher and school characteristics.

Key Findings

1. Although observation processes are well implemented on average, TROPs vary considerably across teachers and observations within teachers over a short period.
2. TROPs also depend on several examined characteristics, but not necessarily in ways predisposed toward teacher development.

Suggested Citation

Hunter, S.B. (2023). Explaining Variation in the Implementation of Observational Processes by School Leaders: Evidence from a Tennessee-Based Researcher–Practitioner Partnership, Journal of Educational Administration, Vol. 61 No. 1, pp. 16-40. https://doi.org/10.1108/JEA-03-2022-0049