Good Intentions, Questionable Results: Implications for the Professional Development of Teachers

The purpose of this study is to determine the extent of implementation of the innovative 1995-2000 United Federation of Teachers–New York City contract agreement on annual performance reviews of teachers and to identify the factors that impeded or facilitated implementation. Surveys were sent to a s...

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Bibliographic Details
Published in:Education and urban society 2002-08, Vol.34 (4), p.451-476
Main Authors: Sullivan, Susan, Shulman, Vivian, Glanz, Jeffrey
Format: Article
Language:English
Subjects:
Case studies
Education
Educational Change
Educational personnel
Educational sciences
Elementary Secondary Education
Employment contracts
Faculty Development
Inspection
Instructional Leadership
Labor unions
New York (New York)
Nontraditional Education
Occupational problem, occupational relations, trade unionism
Performance appraisal
Performance Based Assessment
Public Schools
Sociology of education
Teacher Competencies
Teacher Evaluation
Teachers
Urban Schools
Urban studies
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Summary:The purpose of this study is to determine the extent of implementation of the innovative 1995-2000 United Federation of Teachers–New York City contract agreement on annual performance reviews of teachers and to identify the factors that impeded or facilitated implementation. Surveys were sent to a stratified sample of faculty members in 7 New York City public elementary, middle, and high schools. Interviews were conducted with self-selected staff members from the 7 schools. Findings indicate that the Teacher Performance Review option is being implemented in few schools. Among the factors identified as impeding the implementation of the performance review initiative is a lack of adequate training at all levels. Despite the contract component and a detailed plan of implementation and support, a lack of investment in performance review on the part of professional staff persists. Administrators and faculty alike view the agreement as an evaluative experience rather than an opportunity for growth.
ISSN:0013-1245
1552-3535
DOI:10.1177/00124502034004004