Social Networks and Policy Coherence: Administrators' Common Core and Teacher Evaluation Advice Networks

• In Event: 21.061 - MTCC Roundtable Session Five
  In Roundtable Session: 21.061-3 - Social Capital and Networking for Improving School Programming

Abstract

In this study we aim to deepen understanding of what it would take to develop the relationships, common understandings and collective expertise that might support the district-wide implementation of the CCSS and teacher evaluation policies. Specifically, we explore the mechanisms that might support coherence and coordination by examining administrators’ social networks in three districts in one Northeastern state over a three-year period during the implementation of the CCSS (adopted 2010) and a teacher evaluation policy (adopted 2011). We find that the CCSS and teacher evaluation networks represent distinct rather than coordinated networks and that administrators' positive views of the CCSS and their access to the human and technical resources necessary for implementation seemed to be related to positive advice-seeking behaviors.

Authors

• Elizabeth Leisy Stosich, Fordham University

• Thomas Hatch, Teachers College, Columbia University

• Kathryn Hill, Research Alliance for New York City Schools

• Rachel Roegman, University of Illinois at Urbana-Champaign

• David Allen, College of Staten Island - CUNY