Description
Policymakers at the national level have recently initiated K-12 education reforms focused on teacher quality and teacher evaluation. Far-reaching legislation was subsequently enacted in the state of Arizona requiring schools to adopt standards-based teacher evaluation systems and link them to student outcomes. The end product is to result in annual summative measures of teacher effectiveness.
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Contributors
- Canelake, Chris (Author)
- Zambo, Debby (Thesis advisor)
- Hansen, Cory (Thesis advisor)
- Ashby, Tacy (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2012
Subjects
- Educational leadership
- Educational evaluation
- Educational Administration
- CBAM
- Communities of practice
- race to the top
- socio-cultural learning
- Teacher evaluation
- teacher quality
- Teachers--Rating of--Arizona--Case studies.
- Teachers
- Teacher effectiveness--Arizona--Evaluation--Case studies.
- Teacher effectiveness
- Performance standards--Arizona--Case studies.
- Performance standards
- School administrators--In-service training--Arizona--Case studies.
- School administrators
- Communities of practice--Arizona--Case studies.
- Communities of practice
Resource Type
Collections this item is in
Note
- Partial requirement for: Ed. D., Arizona State University, 2012Note typethesis
- Includes bibliographical references (p. 120-125)Note typebibliography
- Field of study: Leadership and innovation (Policy and administration)
Citation and reuse
Statement of Responsibility
by Chris Canelake