Effective Instructional Leadership Requires Assessment Leadership

Stiggins, Rick; Duke, Dan

doi:10.1177/003172170809000410

Cited by 51 publications

(35 citation statements)

References 3 publications

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“…This principle must govern all forms of communication, data collection and assessment, staff development and the shaping of the school culture. Teachers should be evaluated based upon standards related to their performance in class, and the evaluation data must be gathered from a variety of sources in order to learn lessons that will improve teaching among teachers and learning among learners (Stiggins and Duke, 2008). From the organizational perspective, a successful pedagogical leader directs the organization, develops common goals, supervises and guides organizational performance, encourages effective communication and creates an empowering school culture in which teachers can teach and students can learn (Southworth, 2004;Leithwood et al, 2006).…”

Section: Development Of Teacher Evaluationmentioning

confidence: 99%

School Principals' Perceptions of Teacher Evaluation in the Arab Education System in Israel

Abu-Hussain

Essawi

2014

Journal of Education and Training Studies

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The objective of this research is to examine how principals of Arab schools view the evaluation of teachers and to determine whether and to what extent their perceptions of teacher evaluation differ. The Arab educational system in Israel is an integral part of the general educational system. For the most part it is run by Jewish administrators. Fundamental decisions are determined by officials who are not Arabs, despite the fact that the Arab citizens of Israel possess unique national and cultural characteristics. This systemic control has prevented Arabs in Israel from controlling the objectives of education or from shaping and directing the Arab educational system according to the collective interests of the Arab public. The findings of the study can contribute to research knowledge about school principals and can help in making decisions regarding how to introduce, adapt and make more intelligent use of teacher evaluation. School principals' perceptions of teacher evaluation are an expression of their leadership style. These perceptions also have an impact upon patterns of using teacher evaluation. Principals can view evaluation as part of their administrative functions or as part of their pedagogical and leadership roles. Thus it can be assumed successful use of teacher evaluation is also related to the principals' perceptions of this evaluation. The way in which principals view teacher evaluation is defined by how they see the objectives of this evaluation. To what extent do they see teacher evaluation as a systematic means for determining teacher compensation, promotions and continued employment? Alternatively, do they see it as a way to empower teachers by helping them develop and improve their teaching performance? The data were collected from 100 school principals. The results indicate that most of the principals saw the evaluation process as transformational and constructive. In their view, the objective of teacher evaluation is to help teachers improve their work. The principals who did not participate in the in-service training saw teacher evaluation as a means of exercising control, offering compensation and demonstrating authority.

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Section: Development Of Teacher Evaluationmentioning

confidence: 99%

School Principals' Perceptions of Teacher Evaluation in the Arab Education System in Israel

Abu-Hussain

Essawi

2014

Journal of Education and Training Studies

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“…The instructional leader is obligated to show the effectiveness of DDDM and explain how it is accomplished. A successful DDDM leader has an understanding of sound assessment processes and possesses data analysis skills which he or she applies in efforts to develop a campus plan towards improved teaching and learning (Thornton & Perreault, 2002;Stiggins & Duke, 2008). Incorporating numerous formative assessment opportunities throughout the implementation of the plan is crucial when determining areas of success and concern (Ontario Principals' Council, 2009).…”

Section: Dimensions Of Data-driven Decision-making Principalsmentioning

confidence: 99%

“…2) Principal Preparation Programs A substantial barrier to principals successfully implementing DDDM is the lack of applicable training (U.S. Department of Education, 2009). Expecting principals to support their teachers' use of test data is impractical if principals have not received proper training and do not understand using assessments for learning (Stiggins & Duke, 2008).…”

Section: Dimensions Of Data-driven Decision-making Principalsmentioning

confidence: 99%

Assessment Training in Principal Preperation Programs

Grigsby¹,

Vesey²

2011

AIJ

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“…Between one-quarter and onethird of teachers' professional time is spent on assessment-related activities (Stiggins and Duke 2008 ). Between one-quarter and onethird of teachers' professional time is spent on assessment-related activities (Stiggins and Duke 2008 ).…”

Section: Introduction: Teachers Assessment and The Accountability Eramentioning

confidence: 99%

Leadership in Diverse Learning Contexts

Johnson¹,

Dempster²

2016

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Scope of the SeriesLeadership we know makes all the difference in success or failures of organizations. This series will bring together in a highly readable way the most recent insights in successful leadership. Emphasis will be placed on research focused on pre-collegiate educational organizations. Volumes should address issues related to leadership at all levels of the educational system and be written in a style accessible to scholars, educational practitioners and policy makers throughout the world.The volumes -monographs and edited volumes -should represent work from different parts in the world.More information about this series at

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Effective Instructional Leadership Requires Assessment Leadership

Cited by 51 publications

References 3 publications

School Principals' Perceptions of Teacher Evaluation in the Arab Education System in Israel

School Principals' Perceptions of Teacher Evaluation in the Arab Education System in Israel

Assessment Training in Principal Preperation Programs

Leadership in Diverse Learning Contexts

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