What has been the impact of the high stakes accountability initiatives on principal and teacher behavior in America?
DOI:
https://doi.org/10.14738/assrj.512.5806Abstract
This paper examined the impact high-stakes accountability and data-driven decision-making has had on administrators and teacher leaders. The researchers utilized instructional leadership and teacher leadership as conceptual frameworks to explore the participants’ perceptions concerning the implementation of national reforms. Selected were four single cases (i.e., individual schools), four principals, as well as 28 teachers to “capture multiple realities” (Creswell, 2009, p. 72) within the data. Through analysis, three themes emerged: 1) Changing Culture; 2) Changing Evidence; and 3) Changing Rigor. These themes provide an understanding of the impact high-stakes accountability has had on public school principals and teachers. Revealed are implications for school districts and leadership/teacher preparatory programs.
References
Akert, N. & Martin, B. N. (2012). The role of teacher leaders in school improvement through the perceptions of principals and teachers. International Journal of Education 4(3), http://www.macrothink.org/ije/ DOI: 10.5296/ije.v4i4.2290 p.267-283.
Anderson, M. (2012). The struggle for collective leadership: Thinking and practice in a multi-campus school setting. Educational Management Administration and Leadership, 40, 328–342.
Barth, R. (2001a). Learning by heart. San Francisco, CA: Jossey-Bass
Barth, R. (2001b). Teacher leader. Phi Delta Kappan, 82, 443-449.
Bottoms, G., & Fry, B. (2009). The district leadership challenge: Empowering principals to improve teaching and learning. Atlanta, GA: Southern Regional Education Board.
Brazer, S. D., and S. C. Bauer. (2013). Preparing instructional leaders: A model. Educational Administration Quarterly 49(4): 645–684
Bullard, P., & Taylor, B. O. (1993). Making school reform happen. Needle Heights, MA: Allyn & Bacon.
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104, 1189–1204.
Creswell, J. W. (2009). Qualitative inquire and research design: Choosing among five approaches. Thousand Oaks, CA: Sage Publications.
Donaldson, M. L., Johnson, S. M., Kirkpatrick, C. L., Marinell, W., Steele, J. L., & Szczesiul, S. A. (2005). Angling for access, bartering for change: How second-stage Teacher Leadership teachers experience differentiated roles in schools. Teachers College Record, 110, 1088–1114.
DuFour, R., & Marzano, R. (2009). High-leverage strategies for principal leadership. Educational Leadership, 62-68.
Firestone, W. A. (2009). Accountability nudges districts into changes in cultures. Phi Delta Kappan, 670-676.
Freedman, J., & Combs, G. (1996). Narrative therapy: The social construction of preferred realities. New York: Norton.
Goddard, R., Goddard, Y., Kim, E.S. and Miller, R. (2015), A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learning, American Journal of Education, 121(4), pp. 501-530.
Green, R. L. (2010). Practicing the art of leadership: A problem-based approach to implementing the ILLLC standards. Upper Saddle River, NJ: Prentice-Hall.
Grissom, J. A., Nicholson-Crotty, S., & Harrington, J. R. (2014). Estimating the effects of No Child Left Behind on teachers’ work environments and job attitudes. Educational Evaluation and Policy Analysis, Retrieved from http://www.aera.net/Newsroom/RecentAERAResearch/EstimatingtheEffectsofNoChildLeftBehindonTeachersandTheirWorkEnvironment/tabid/15549/Default.aspx
Guthrie, J. W., & Springer, M. G. (2004). A nation at risk revisited: Did ‘wrong’ reasoning result in ‘right’ results? At what cost? Peabody Journal of Education, 79(1), 7-35.
Hallinger, P. (2012), A data-driven approach to assess and develop instructional leadership with the PIMRS, in Shen, J. (Ed.), Tools for Improving Principals Work, Peter Lang Publishing, New York, NY, pp. 47-69.
Hallinger, P. and Murphy, J. (1985), Assessing the instructional management behavior of principals, Elementary School Journal, 86(2), pp. 217-247.
Hallinger, P., & Wang, W. C. (2015). Assessing instructional leadership with the Principal Instructional Management Rating Scale. Dordrecht, Netherlands: Springer.
Hunzicker, J. (2012). Professional development and job-embedded collaboration: How teachers learn to exercise leadership. Professional Development in Education, 38, 267–289. doi:10.1080/19415257.2012.657870
Louis, K. S., Dretzke, B., & Wahlstrom, K. (2010). How does leadership affect student achievement? Results from a national US survey. School Effectiveness and School Improvement, 21, 315–336. doi:10.1080/09243453.2010.486586
Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010). Learning from leadership project: Investigating the links to improved student learning: Final report of research findings. Retrieved from http://www.wallacefoundation.org/knowledge-center/Documents/Investigatingthe-Links-to-Improved-Student-Learning.pdf
Marshall I. A., (2015) Principal leadership style and teacher commitment among a sample of secondary school teachers in Barbados. Journal of Arts and Humanities 4(5): 43–58.
Marzano, R. J. & Toth, M. D. (2014). Teaching for rigor: A call for a critical instructional shift. Learning Sciences, West Palm Beach, FL: Marzano Center.
Mertens, D. M. (2005). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (2nd ed.). Thousand Oaks, CA: Sage Publications.
Midlock, S. F. (2011). Case studies for educational leadership: Solving administrative dilemmas. Upper Saddle River, NJ: Pearson.
Muhammad, A. (2015). Overcoming the achievement gap trap: Liberating mindsets to effect change. Bloomington, IN: Solution Tree Press.
No Child Left Behind Executive Summary (NCLB). (2001). Washington, DC: U.S. Department of Education. Available at: http://nochildleftbehind.gov
Neumerski, C. M. (2012). Rethinking instructional leadership, a review: What do we know about principal, teacher, and coach instructional leadership, and where should we go from here? Educational Administration Quarterly, 49, 310–347. doi:10.1177 /0013161X12456700
O’Donnell, R. J., & White, G. P. (2005). Within the accountability era: Principals’ instructional leadership behaviors and student achievement. NASSP Bulletin, 89(56), 1-17.
Owens, R. G., & Valesky, T. C. (2011). Organizational behavior in education: Leadership and school reform. Boston, MA: Pearson.
Pedulla, J., Abrams, L., Madaus, G. F., Russell, M., Ramos, M., & Miao, J. (2003). Perceived effects of state-mandated testing programs on teaching and learning: Findings from a national survey of teachers. Chestnut Hill, MA: National Board on Educational Testing and Public Policy, Boston College Retrieved from http://www.bc.edu/research/nbetpp/
Rooney, E. (2015). “I'm just going through the motions”: High-stakes accountability and teachers’ access to intrinsic rewards. American Journal of Education, 121, 475–500.
Sebastian, J., Allensworth, E., & Huang, H. (2016). The role of teacher leadership in how principals influence classroom instruction and student learning. American Journal of Education, 123, 69– 108. doi:10.1086/688169
Sergiovanni, T. J. (2006). Rethinking leadership: A collection of articles (2nd ed.). Thousand Oaks, CA: Corwin Press and National Staff Development Council.
Spillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating school leadership at the elementary, middle, and high school levels. Action in Teacher Education, 19, 49-64.
Standerfer, L. (2006). Before NCLB: The history of ESEA. Principal Leadership, 6(8), 26.
Sykes, G. (1990). Fostering teacher professionalism in schools. In R. F. Elmore (Ed.), Restructuring school: The next generation of educational reform, 55-96. San Francisco, CA: Jossey-Bass.
Tadic, M., Bakker, A. B., & Oerlemans, W. (2013). Work happiness among teachers: A day reconstruction study on the role of self-concordance. Journal of School Psychology, 51, 735–750.
Valli, L. & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44(3), 519-558. von der Embse, N. P. (2017). The psychological and instructional consequences of high-stakes accountability. Psychology of Education Review, 41(1), 45–50.
Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134–171. DOI: 10.3102/0034654316653478
Yin, R. K. (2003). Case study research: Design and methods London: Sage Publications.
York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316.
Zinskie, C. D., & Rea, D. W. (2016). The Every Student Succeeds Act (ESSA): What it means for educators of students at risk. National Youth-At-Risk Journal, 2(1).https://doi.org/10.20429/nyarj.2016.020101
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Advances in Social Sciences Research Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
