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¶

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

Subclaims¶

q2 i? A table of interviewed principals organizes the buy-in typology around framework conferences, evaluation attitudes, description of teacher buy-in, changes in practice, and severity. → 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Excellence in Teaching: Year 1 Report on the Pilot in the Chicago Public Schools (working draft, not for citation without author permission).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 · r?

Descriptive table analysis of principal exit interviews in the Excellence in Teaching pilot. The table header lists the typology's columns, including "Description of teacher buy-in Changes in Practice Severity", and reports counts as the "Percentage of 39 Interviewed Principals"; the printed percentages themselves are not visible in the supplied text.

"Type Framework Conferences Evaluation Attitudes Description of teacher buy-in Changes in Practice Severity Percentage of 39 Interviewed Principals"

Discussion¶

Related Claims¶

• The buy-in typology was derived from 39 interviewed principals, whose evaluation attitudes in the table are described as mostly positive — possibly the same claim (merge candidate)
• The principal typology records changes in practice and their severity as distinct columns, with the paradigm-shift type's changes rated high — possibly the same claim (merge candidate)
• 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 — a narrower finding that bears on this claim
• Fifty-seven percent of principals were highly enthusiastic about the Framework-based evaluation process while 43 percent held mixed to negative attitudes — related