The Structure and Substance of Teachers’ Opportunities to Learn about Teacher Evaluation Reform: Promise or Pitfall for Equity?

Evaluating Teachers in the Big Easy: How Organizational Context Shapes Policy Responses in New Orleans

“…These studies often indicate that, although teachers and administrators hold generally positive views of new evaluation systems (Donaldson et al, 2014; Hamilton et al, 2014; Jiang, Sporte, & Luppescu, 2015), they have also expressed concerns. Most implementation studies demonstrate that new evaluation systems require a significant time commitment from principals, which is often perceived as a burden (Donaldson & Cobb, 2015; Heneman & Milanowski, 2003; Kimball, 2002; Milanowski & Heneman, 2001; Sartain et al, 2009) and an obstacle to conducting multiple observations and conferences, particularly in the early years of implementation (Derrington & Campbell, 2015; Donaldson et al, 2014; Murphy, Hallinger, & Heck, 2013; Sartain, Stoelinga, & Brown, 2011). Such challenges are likely to influence how teachers and administrators respond to policy.…”

“…Conversations between principals and teachers regarding observation- and student performance–based evaluations are often focused on classroom management rather than instructional methods, not sufficiently tailored to the teacher’s specific subject-matter, and dominated by basic questions and evaluator talk rather than meaningful guided reflection by the teacher (Heneman & Milanowski, 2003; Kimball, 2002; Milanowski & Heneman, 2001; Sartain et al, 2011). In addition, administrators lack the needed preparation to implement evaluation systems and would benefit from additional training on coaching skills (Bell et al, 2012; Derrington, 2014; Donaldson et al, 2014; Sartain et al, 2011).…”

Sailing Across the Divide: Challenges to the Transfer of Teacher Leadership

“…In the field of education policy implementation, sensemaking theory has been applied in studies of the enactment of instructional reforms, including high stakes testing (Anagnostopoulos & Rutledge, 2007), reading reforms (Coburn, 2001), and educator evaluation policy (M. L. Donaldson, Woulfin, LeChasseur, & Cobb, 2016; Goldstein, 2004).…”

“…This offers empirical evidence of how a school’s physical layout influences educator development. Third, there is a growing body of research on the role of leadership in actors’ sensemaking (M. L. Donaldson et al, 2016; Rigby, 2015).…”

Fusing Organizational Theory, Policy, and Leadership: A Depiction of Policy Learning Activities in a Principal Preparation Program

“…At the conclusion of each group’s simulated PD session, I facilitated an evaluation of its strengths and limitations in advancing professional learning. As a class, we appraised the ways in which the learning activities addressed dimensions of sensemaking theory to foster meaningful learning about the policy (Donaldson, Woulfin, LeChasseur & Cobb, 2016; Coburn, 2001). Furthermore, we hypothesized productive next steps for professional learning on that policy.…”