Principals of the paradigm-shift type reported high buy-in and a paradigm shift, and their reported influence on instructional grouping, assessment, planning, and general instructional practice was rated high¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The paradigm-shift principal type is characterized by mostly positive framework and evaluation attitudes, high buy-in described as a paradigm shift, and a high rating for influence on instructional grouping, assessment, planning, and general instructional practice. → Excellence in Teaching: Year 1 Report on the Pilot in the Chicago Public Schools (working draft 2006

Evidence¶

Excellence in Teaching: Year 1 Report on the Pilot in the Chicago Public Schools (working draft 2006¶

Excellence in Teaching: Year 1 Report on the Pilot in the Chicago Public Schools (working draft, not for citation without author permission). (2006). University of Chicago Urban Education Institute / Consortium on Chicago School Research. https://uei.uchicago.edu

q2 · i? · qualitative · r1

Descriptive table analysis of principal exit interviews. The paradigm-shift row shows "Mostly positive" framework and evaluation attitudes, "High buy in, paradigm shift", and a "High Influence on instructional grouping, assessment, planning, general instructional" practice rating.

"Paradigm shift Principal Mostly positive Mostly positive High buy in, paradigm shift High Influence on instructional grouping, assessment, planning, general instructional"

Discussion¶

Related Claims¶

• The buy-in typology was derived from 39 interviewed principals, whose evaluation attitudes in the table are described as mostly positive — a broader claim this one bears on
• The principal typology records changes in practice and their severity as distinct columns, with the paradigm-shift type's changes rated high — a broader claim this one bears on
• The report classifies interviewed principals into a buy-in typology whose table records framework conferences, evaluation attitudes, description of teacher buy-in, changes in practice, and severity for 39 principals — a broader claim this one bears on
• Fifty-seven percent of principals were highly enthusiastic about the Framework-based evaluation process while 43 percent held mixed to negative attitudes — related