At Ivy Elementary, teachers lead grade-level goal setting and participate in school-level decisions, with the principal empowering staff¶
Claim · All claims
Evidence · 1 study · qualitativer1·q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: local conditions change quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Ivy Elementary teachers create grade-level academic goals that the whole school reviews, and the principal involves teachers in decisions about the improvement plan and instructional materials. → Elaine Allensworth 2019
Evidence¶
Elaine Allensworth 2019¶
Elaine Allensworth. (2019). Elementary School Case Studies. University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/how-do-principals-influence-student-achievement
q1 · i? · qualitative · r1
Interview evidence from Ivy Elementary's case study. Teams set targets for NWEA reading, math growth, and attendance; Principal Walker stated that on school improvement and materials decisions, "teachers are involved and included".
"Thus, the teachers take the lead in creating their specific grade-level goals, and they also provide feedback on the goal-setting of other teams of teachers."
Discussion¶
Related Claims¶
- Ivy Elementary staff jointly monitor progress toward goals in team meetings and organize tiered supports for students — related
- Female principals empowered others through shared ownership, committee involvement, and staff development — a broader claim this one bears on
- The modern principal's job has expanded from administrative oversight to instructional leadership and staff collaboration — a broader claim this one bears on
- Ivy's principal identifies building culture and relationships as his foremost leadership responsibility for student learning — related
- Schools commonly require documented teacher performance goals, created collaboratively with a principal or set by the principal — a broader claim this one bears on
- Teacher performance goals are often focused on attaining measurable student achievement or learning targets — related
- High-performing CHSRI schools shared four practices for guiding and sustaining instructional improvement: defining leadership responsibilities, creatively distributing them, institutionalizing routines, and focusing team work on school-wide goals — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ivy-teacher-led-goals-collective-decisions |
title |
At Ivy Elementary, teachers lead grade-level goal setting and participate in school-level decisions, with the principal empowering staff |
description |
At Ivy Elementary, teachers lead grade-level goal setting and participate in school-level decisions, with the principal empowering staff |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
recheck_by |
2022 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — elaine-allensworth-2019 |
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