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How are building principals experien...

Dake, Lawrence P., Jr.

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How are building principals experiencing changes to their work with teachers as a result of APPR's implementation?

Record Type:	Electronic resources : Monograph/item
Title/Author:	How are building principals experiencing changes to their work with teachers as a result of APPR's implementation?/
Author:	Dake, Lawrence P., Jr.
Description:	159 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3683145
ISBN:	9781321571516

How are building principals experiencing changes to their work with teachers as a result of APPR's implementation?
Dake, Lawrence P., Jr.

How are building principals experiencing changes to their work with teachers as a result of APPR's implementation? - 159 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ed.D.)--State University of New York at Binghamton, 2014.

This item must not be sold to any third party vendors.

President Obama's Race to the Top education program provided millions of dollars to states who agreed to alter several aspects of state policy; in New York State, a new teacher evaluation system was ushered into law. The Annual Professional Performance Review (APPR) changed decades-old systems in many ways. Among new mandates were requirements that districts adopt teacher practice rubrics and include standardized test scores into evaluation-based decision-making.

ISBN: 9781321571516Subjects--Topical Terms:

529436
Educational leadership.

How are building principals experiencing changes to their work with teachers as a result of APPR's implementation?
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245 1 0 $a How are building principals experiencing changes to their work with teachers as a result of APPR's implementation?
300 $a 159 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500 $a Adviser: SG Grant.
502 $a Thesis (Ed.D.)--State University of New York at Binghamton, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a President Obama's Race to the Top education program provided millions of dollars to states who agreed to alter several aspects of state policy; in New York State, a new teacher evaluation system was ushered into law. The Annual Professional Performance Review (APPR) changed decades-old systems in many ways. Among new mandates were requirements that districts adopt teacher practice rubrics and include standardized test scores into evaluation-based decision-making.
520 $a This study examined principals' lived experiences with this work redesign and probed for their ability, perceived or real, to stretch APPR's boundaries. Utilizing a semi-structured, qualitative interview protocol, eight building principals were considered. Interview data was examined for such boundary-stretching opportunities through a job crafting theoretical lens. Job crafting lens posits that employees may identify ways to change job perception, tasks, and/or relationships as they carry out top-down work redesign. Since building principals had little say in APPR's changes to their work, they were considered promising candidates to carry out and experience job crafting.
520 $a Research findings demonstrated that few literature-based job crafting opportunities were present during APPR's first two implementation years, but principals were forced to re-craft their jobs in response to APPR's demands. Principals demonstrated that APPR has added a significant time burden to their multi-faceted jobs; as a result, principals appear more concerned with creating efficient processes than connecting APPR to their broader instructional leadership. These efficient processes, however, may extend the job crafting literature as they stretch task and relational boundaries. Although pre- and post-observation meetings have gained a stronger instructional focus, this finding is inconclusive as a form of job crafting. Rather, it could be that previous evaluation systems lacked instructional focus.
520 $a Keywords: Job Crafting, APPR, School Leadership, Organizational Management.
520 $a While few job crafting opportunities were identified, this study was the first of its kind to examine APPR's impact on school leader's work. As New York State begins its third implementation year with APPR, this study may provide direction for strengthening the policy's potential for leveraging instructional improvement. Keywords: Job Crafting, APPR, School Leadership, Organizational.
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650 4 $a Organization theory. $3 2122787
650 4 $a Educational administration. $3 2122799
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710 2 $a State University of New York at Binghamton. $b Education. $3 3173405
773 0 $t Dissertation Abstracts International $g 76-07A(E).
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791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3683145