Two-way, genuine district-teacher communication is associated with more effective TPE implementation¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Interviewees report implementation is more effective where communication is two-way, and that top-down communication reduces buy-in and frames TPE as compliance. → Slotnik 2015

Evidence¶

Slotnik 2015¶

Slotnik, W. J., Bugler, D., & Liang, G. (2015). Change in Practice in Maryland: Student Learning Objectives and Teacher and Principal Evaluation. Mid-Atlantic Comprehensive Center (WestEd and Community Training and Assistance Center). https://eric.ed.gov/?id=ED568386

q2 · i? · qualitative · r2

Key leader interviews with 20 stakeholders in 12 districts plus focus groups and case-study interviews. The report adds that where communication appears top-down, “there is less buy-in from school site practitioners and TPE is often perceived as a compliance activity.”

"Where the teacher/district communication is two-way and considered genuine and respectful, interviewees indicate that implementation is more effective."

Discussion¶

Related Claims¶

• Instructionally focused TPE implementation is seen as more valuable, while compliance-driven implementation increases teacher stress — related
• Interviewees identified leadership prioritization, staff buy-in, and investments in staffing, training, partnerships, and funding as facilitators of trauma-engaged implementation — related
• Principals and teachers increasingly agree that school and district support for TPE implementation is helpful, with principals more positive than teachers — related
• Core Teams identified communication challenges, school and district leadership turnover, and teacher burnout as barriers that influenced solution success — related