Teacher Evaluation and Collective Bargaining

Abstract

This case study analyzes controversial teacher evaluation policies in the context of collective bargaining. Dr. Jill Abrams, a new superintendent in a struggling school district, is at the center of the case. Her school board demands a form of teacher evaluation she finds problematic because it includes value-added modeling. Moreover, the board insists on excluding the union in the process of developing the new evaluation system. This case explores the potential consequences of implementing specific teacher evaluation policies and competing demands of relevant stakeholders in the process. The case weaves rich policy issues that frequently present to school leaders at the local level. Other policy and ethical dilemmas emerge as the case develops.

Leaders on the Front Line—Managing Emotion for Ethical Decision Making

“…Bass et al (2011) recommended at least five JCEL case studies involving administration or supervision of school personnel. JCEL has since published numerous personnel case studies (i.e., Allison, Schumacher, & Hammonds, 2013; Byrne-Jiménez & Orr, 2013; Hackmann, 2012; Karpinski, 2012; Marker, Mitchall, & Lassiter, 2013; Paige, 2013; Walker, 2010), which could be used to supplement postsecondary programs for preparing school leaders. While many of the JCEL case studies mention emotion, complexity of some issues or pressures associated with making good decisions for staff and students, recommendations for school leaders managing or regulating emotion in leadership are not included in case discussions.…”