Leaders’ Negotiation of Teacher Evaluation Policy in Immigrant-Serving Schools

Abstract

This paper examines how school leaders working within schools serving immigrant English Learners negotiate teacher evaluation policies, including how they influence compliance with mandated policies, communicate those policies to teachers, and guide implementation within their professional communities. We explore how a leader in a school with positive outcomes negotiates external policies to support authentic professional growth and maximize learning opportunities for immigrant ELs. In addition, we draw on data from a comparison school that also serves a high proportion of ELs, but where policies have been enacted in ways that focus on compliance, increase anxiety, and add little value to EL students. In doing so, we show how leaders can mitigate the unintended consequences of mandated policies by addressing teachers’ uncertainty and anxieties, while reaffirming humanizing institutional practices that honor the local knowledge of teachers and deepen teachers’ collective responsibility for immigrant youth.

Research on the construction of the evaluation index system of teacher morality in universities under the background of big data

“…Centennial plan, education-oriented, education-oriented, teacher-oriented, teacher's plan, teacher's morality-based, and the construction of teacher morality and teaching style are the foundation of teacher team construction [1][2]. On the basis of running a satisfactory education for the people, building an educational power and promoting education modernization, strengthening the construction of teacher morality and teacher style and cultivating a high-quality teacher team with high moral character in the new era are the key measures to guarantee the implementation of the fundamental task of establishing moral education in Chinese higher education [3][4][5]. Teacher morale and teacher style in colleges and universities is fundamentally related to the healthy growth of students, the development of teachers, the innovation of teaching and research, and the construction of school style, which is not only the intrinsic demand of college staff, students and parents, but also affects the development of China's higher education career and even the whole society, and can be considered as the cornerstone of Chinese higher education [6][7][8].…”