Donaldson study

Principals Approaches to Cultivating Teacher Effectiveness al Affiliation Based on the data from the article and a review of the investigators interview questions, write up your thoughts.&nbsp.
Theme
Analysis: Key Ideas
Discussion: What They Mean
Other Insights/Thoughts
Improving Teacher Quality
-&nbsp.Human capital management
-retention of teachers
-principals decisions in hiring
&nbsp.Of all school resources, teachers have the greatest impact on the students’ development and performance and therefore the school should spend more on them and retain the teachers for the realization of good results.
The principal makes the final decisions regarding the teachers to hire, assigning them classes and the teachers retention ion the long term basis. Good decision leads to teachers effectiveness and improved students learning
&nbsp.Quality of teachers is determined by the level of experience of the teacher and the duration of the retention of the teacher within the institution enhancing bonding with the students hence improving the performance of the students.
Teacher Hiring
&nbsp.Effectiveness
Value added contribution
&nbsp.Principals are likely to hire effective teachers with good subject knowledge and those who are successful at improving student learning. schools’ hiring practices and outcomes also differs on the interplay among school-based knowledge, resource constraints, and individual schools’ relative standing in the district’s internal labor market
&nbsp.Hiring should be based on level of agency and knowledge of the teacher on a particular said subject but should not be based on the experience and the number of years of practice since induction will also be necessary to new and experienced teachers.
Teacher Assignments
&nbsp.Performance of the teacher
Teacher licensure
Experience
&nbsp.Principals tend to assign high performing, measured by student test score to classes containing greater percentage of students with higher prior test scores. Teacher with higher licensure test score tends to be given priority. Also low experienced teachers are likely to be assigned low performing and low income students.
&nbsp.Assignment should be based on the experience of the teacher and the level of understanding they have with their students to facilitate the bonding. The principal should therefore consider performance and teacher licensure for better performance among the learners.
Teacher Induction
-Understanding expectations of the profession
-Understanding expectations of the school
-Develop your teaching practice
-Formalize opportunities for reflection and feedback in a mutually supportive relationship
&nbsp.This has been designed to support the
growth and professional development of new teachers. It is the second step in a
continuum of professional development for teachers to support effective teaching,
learning, and assessment practices, building on and complementing the first step:
pre-service teacher education programs.
&nbsp.Principals are always more concerned by the induction of new teachers in the professionals before blending with professional learning cycle of the school. Since new teachers need more than a job, they also want to experience success.
Teacher Evaluation
&nbsp.School culture
Inadequate instruments
Time
&nbsp.The culture of the school must be put under consideration in good time to allow for sufficient time for the evaluation. Evaluation is mainly under great scrutiny to increase teacher’s effectiveness. Evaluating and monitoring teachers work helps in improving teachers instruction
&nbsp.Evaluation should be done to serve two main purpose ie to improve the performance of the institution and to identify poorly performing teachers for intervention and potentially dismissal
Teacher Professional Development
&nbsp.Performance
Time
&nbsp.Principals are well positioned to ensure that teachers’ professional development is both intensive and sustained. They ensure that the teachers have humble time and a suitable environment for the teachers to engage fully from their professional development and to benefit more from the experience. Principals developed teachers’ instructional skills by building trust, creating structures to foster teacher collaboration, and bringing experts into their schools.
&nbsp.Professional development being one of the most fundamental areas in raising teachers effectiveness in schools, barriers like lack of adequate funding and time factor should be handled with great care for its realization.
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Reference
Donaldson, M. L. (2013). Principals Approaches to Cultivating Teacher Effectiveness: Constraints and Opportunities in Hiring, Assigning, Evaluating, and Developing Teachers. Educational Administration Quarterly, 49(5), 838-882.