Principals and teachers increasingly agree that school and district support for TPE implementation is helpful, with principals more positive than teachers¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
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.
q2 i? In 2016, 88% of principals agreed district support of TPE was helpful and 91% agreed school support was helpful, compared with 57% and 63% of teachers. → Slotnik 2016
Evidence¶
Slotnik 2016¶
Slotnik, W. J., Bugler, D., & Liang, G. (2016). Stay the Course: Teacher and Principal Evaluation in Maryland. WestEd and Community Training and Assistance Center. https://eric.ed.gov/?id=ED589981
q2 · i? · associational · r1
Survey analysis of the 2016 administration with 2014-2016 trend data (Figure III-3), using agree composites of strongly agree/agree. Agreement on helpfulness of both district and school support increased for both groups over three years.
"a preponderance of principals agree that district support of TPE implementation is helpful (88%) and even more agree that school level support is helpful (91%). The majority of teachers have favorable perceptions regarding district support (57%) and school support (63%)"
Discussion¶
Related Claims¶
- Elementary teachers view TPE more positively than middle school teachers, who in turn view it more positively than high school teachers — related
- Newer teachers (0-3 years) hold more positive views of TPE than veteran teachers (10+ years) — related
- Principals are generally more positive about TPE than teachers, but perception gaps are narrowing — a broader claim this one bears on
- Educators' positive perceptions of Maryland's TPE system increased year by year from 2013 to 2016 on every measure tracked — a broader claim this one bears on
- Educators report that district and school support for TPE is more helpful than state support — related
- Educator perceptions of TPE become more positive with each year of implementation — a broader claim this one bears on
- Two-way, genuine district-teacher communication is associated with more effective TPE implementation — related
- Instructionally focused TPE implementation is seen as more valuable, while compliance-driven implementation increases teacher stress — related
- District support for principals’ continuous improvement varies by school poverty and racial composition — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
school-district-support-tpe-helpful |
title |
Principals and teachers increasingly agree that school and district support for TPE implementation is helpful, with principals more positive than teachers |
description |
Principals and teachers increasingly agree that school and district support for TPE implementation is helpful, with principals more positive than teachers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — slotnik-2016 |
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