Educators report that district and school support for TPE is more helpful than state support¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Principals report helpful district support (77%) and school support (88%) at higher rates than state support (44%); teachers rank school support highest (55%), district support 40%, and state support 25%. → Slotnik 2014

Evidence¶

Slotnik 2014¶

Slotnik, W. J., Bugler, D., & Liang, G. (2014). Real progress in Maryland: Student learning objectives and teacher and principal evaluation. WestEd and Community Training and Assistance Center. http://marylandpublicschools.org/MSDE/programs/tpe/index.html

q2 · i? · associational · r1

Survey and interview findings on support sources (Figure 3 and accompanying text). The report states "the key support they receive is from their own district or school," printing agreement percentages of 77% (principals, district), 88% (principals, school), 25% (teachers, state), 40% (teachers, district), and 55% (teachers, school). No effect size is printed.

"In surveys and interviews, educators say that the key support they receive is from their own district or school."

Discussion¶

Related Claims¶

• Principals and teachers increasingly agree that school and district support for TPE implementation is helpful, with principals more positive than teachers — related
• Principals are generally more positive about TPE than teachers, but perception gaps are narrowing — related
• District support for principals’ continuous improvement varies by school poverty and racial composition — related