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Findings indicate that while leaders see growth-based evaluation as promising for teacher learning in communities of teachers, evaluation models rarely articulate the conceptual frameworks underpinning their design. The study argues for research linking social learning theory and teacher evaluation systems.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/excavating-theory-in-teacher-evaluation-evaluation-frameworks-as-wengerian-boundary-objects-601946/601946/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/excavating-theory-in-teacher-evaluation-evaluation-frameworks-as-wengerian-boundary-objects-601946/601946.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What theoretical gap does the paper address in teacher evaluation systems?","Question",{"text":112,"@type":113},"The paper addresses how teacher evaluation models rarely make explicit the theoretical and conceptual frameworks underlying their design and how they intersect with learning theories.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper connect teacher evaluation with social learning theory?",{"text":117,"@type":113},"It argues for examining connections between two frameworks: social learning theory and teacher evaluation systems, understood as policy, models, and practices.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper emphasize communities of practice in relation to teacher evaluation?",{"text":121,"@type":113},"It highlights that evaluation models do not explicitly intersect with conceptual frameworks for teacher learning, including communities of practice and social learning theory, leaving the role of evaluation under-theorized.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601946,1792191275,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","SPECIAL ISSUE Policies and Practices of Promise  \nin Teacher Evaluation  \neducation policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \nVolume 28 Number 57 April 13 , 2020 ISSN 1068-2341  \nExcavating Theory in Teacher Evaluation: Evaluation Frameworks as Wengerian Boundary Objects  \nKelley M. King  \nUniversity of North Texas  \nUnited States  \n&  \nNoelleA. Paufler  \nClemson University  \nUnited States  \nCitation: King, K. M., & Paufler, N. A. (2020). Excavating theory in teacher evaluation: Evaluation frameworks as Wengerian boundary objects. Education Policy Analysis Archives, 28(57) . [https://doi.org/10.14507/epaa.28.5020](https://doi.org/10.14507/epaa.28.5020) This article is part of the special issue, Policies and Practices of Promise in Teacher Evaluation, guest edited by Audrey Amrein-Beardsley.  \nAbstract: The purpose of this paper is to begin to excavate the unstated theoretical underpinnings of teacher evaluation systems as they exist in policy and practice and to explicitly consider how these evaluation systems might intersect theoretically with social learning theory. Research suggests that organizational leaders believe growth-based evaluation practices have yet-untapped potential to support teacher learning within teacher communities. However, models of teacher evaluation, as defined in federal and state policy and developed and implemented in practice, rarely make explicit the theoretical and conceptual frameworks upon which they are based. Further, evaluation models do not  \nexplicitly intersect with the conceptual frameworks for such learning, e.g., communities of practice (CoPs) and social learning theory. Rather, the role of teacher evaluation in social learning within and across educational organizations remains under-theorized. We argue for research examining potential connections in theory and practice between two existing conceptual frameworks: 1) social learning theory and 2) teacher evaluation systems (understood as policy, models, and practices) .  \nKeywords: education policy; teacher evaluation; teacher effectiveness; social learning theory; communities of practice  \nPara excavar la teoría en la evaluación docente: Marcos de evaluación como objetoslímite de Wenger  \nResumen: El propósito de este trabajo es comenzar a excavar los fundamentos teóricosno declarados de los sistemas de evaluación docentes tal como existen en la política y lapráctica, y considerar explícitamente cómo estos sistemas de evaluación podrían cruzarse teóricamente con la teoría del aprendizaje social. La investigación sugiere que los líderes delas organizaciones creen que las prácticas de evaluación basadas en el crecimiento tienen un potencial aún sin explotar para apoyar el aprendizaje de los docentes dentro de las comunidades de docentes. Sin embargo, los modelos de evaluación docente, tal como se definen en las políticas federales y estatales y se desarrollan e implementan en la práctica, rara vez hacen explícitos los marcos teóricos y conceptuales en los que se basan. Además, los modelos de evaluación no se cruzan explícitamente con los marcos conceptuales para dicho aprendizaje, por ejemplo, las comunidades de práctica (CoP) y la teoría delaprendizaje social. Más bien, el papel de la evaluación docente en el aprendizaje social dentro y entre las organizaciones educativas sigue siendo poco teorizado. Argumentamos a favor de la investigación que examina las conexiones potenciales en teoría y práctica entre dos marcos conceptuales existentes: 1) teoría del aprendizaje social y 2) sistemas deevaluación docente (entendidos como políticas, modelos y prácticas) .  \nPalabras clave: política educativa; evaluación docente; efectividad del maestro; teoria deaprendizaje social; comunidades de practica  \nPara escavar a teoria na avaliação de professores: Estruturas de avaliação como objetos de fronteira wengerianos  \nResumo: O objetivo deste artigo é começar a escavar os","cbCaifGnbFkft7sX","https://ap.wps.com/l/cbCaifGnbFkft7sX","pdf",304496,12,"English","# Introduction\n## Teacher evaluation in policy and practice\n## Growth-based evaluation and teacher learning\n## The under-theorized intersection with social learning theory\n## Wengerian boundary objects and evaluation frameworks","[{\"question\":\"What theoretical gap does the paper address in teacher evaluation systems?\",\"answer\":\"The paper addresses how teacher evaluation models rarely make explicit the theoretical and conceptual frameworks underlying their design and how they intersect with learning theories.\"},{\"question\":\"How does the paper connect teacher evaluation with social learning theory?\",\"answer\":\"It argues for examining connections between two frameworks: social learning theory and teacher evaluation systems, understood as policy, models, and practices.\"},{\"question\":\"Why does the paper emphasize communities of practice in relation to teacher evaluation?\",\"answer\":\"It highlights that evaluation models do not explicitly intersect with conceptual frameworks for teacher learning, including communities of practice and social learning theory, leaving the role of evaluation under-theorized.\"}]","Excavating Theory in Teacher Evaluation - Evaluation Frameworks as Wengerian Boundary Objects | PDF",1792093743]