An Idea Whose Time Had Come: Negotiating Teacher Evaluation Reform in New Haven, Connecticut

This article examines New Haven (Connecticut) Public Schools’ efforts to create a new teacher evaluation model in a collaborative manner. Based on semistructured interviews with nearly 100 educators, we develop a case study charting the progress of the new system, TEVAL, from an initial concept thro...

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Bibliographic Details
Published in:American journal of education 2015-11, Vol.122 (1), p.39-70
Main Authors: Donaldson, Morgaen L., Papay, John P.
Format: Article
Language:English
Subjects:
Academic achievement
Case Studies
Collaboration
Connecticut
Education
Education reform
Educational administration
Educational Change
Educational Cooperation
Educational Policy
Educational reform
Elementary Secondary Education
Entrepreneurship
Implementation
Interaction
Labor union leadership
Language teachers
Mayors
Politics of Education
Problems
Program Design
Program Implementation
Public Schools
Qualitative research
Reforms
Relationship
School superintendents
Semi Structured Interviews
Teacher Evaluation
Teacher evaluations
Teachers
Teaching methods
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Summary:This article examines New Haven (Connecticut) Public Schools’ efforts to create a new teacher evaluation model in a collaborative manner. Based on semistructured interviews with nearly 100 educators, we develop a case study charting the progress of the new system, TEVAL, from an initial concept through early implementation. We find that John Kingdon’s three streams—problems, politics, and policies—all aligned in the years preceding TEVAL’s adoption and were supported by local policy entrepreneurs. Notably, we also find that TEVAL’s progress was further facilitated by the relationships and interactions among the participants themselves.
ISSN:0195-6744
1549-6511
DOI:10.1086/683291