Social Networks and Policy Coherence - Administrators’ Common Core and Teacher Evaluation Advice Networks

Sep 30, 2026

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The study investigates what relationships, shared understandings, and collective expertise are required to support district-wide improvement efforts while implementing the Common Core and a teacher evaluation policy. Using three years of social network data across three districts, results show administrators discussed teacher evaluation more than the Common Core. Administrators who held more positive views of these policies’ potential impacts and had access to human and technical resources were more likely to engage in positive information-seeking behaviors, with implications for achieving instructional coherence.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages29

Reading Time1 h 13 min

AccessFree to download

Abstract

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Findings and implications

| education policy analysis archives
A peer-reviewed, independent, open access, multilingual journal |
Arizona State University | | --- | --- | | Volume 29 Number 60 May 10 , 2021 ISSN 1068-2341 | | Social Networks and Policy Coherence: Administrators’Common Core and Teacher Evaluation Advice Networks 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, Urbana-Champaign & David Allen College of Staten Island, City University of New York United States Citation: Stosich, E. L., Hatch, T., Hill, K., Roegman, R., T Allen, D. (2021) . Social networks and policy coherence: Administrators’ Common Core and teacher evaluation advice networks. Education Policy Analysis Archives, 29(60). [https://doi.org/10.14507/epaa.29.5990](https://doi.org/10.14507/epaa.29.5990) 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 district-wide improvement efforts by examining the implementation of the Common Core and a teacher evaluation policy. Drawing on three years of social network data in three districts, we find that administrators were more likely to be talking together about teacher evaluation than the Common Core. Further, administrators with more positive views of the potential impact of these policies and their access to the human and technical resources necessary for implementation were more likely to engage in positive information seeking behaviors. These findings have important implications for policies intended to increase instructional coherence in schools and districts. Keywords: educational policy; district reform; coherence; Common Core; teacher evaluation; social networks Redes sociales y coherencia de políticas: Common Core y redes de asesoramientopara la evaluación del profesorado de los administradores Resumen: En este estudio, nuestro objetivo es profundizar la comprensión de lo que senecesitaría para desarrollar las relaciones, los entendimientos comunes y la experiencia colectiva que podrían respaldar los esfuerzos de mejora en todo el distrito al examinar la implementación del Common Core y una política de evaluación de maestros. Basándonosen tres años de datos de redes sociales en tres distritos, encontramos que los administradores eran más propensos a hablar juntos sobre la evaluación de maestros que sobre Common Core. Además, los administradores con opiniones más positivas sobre el impacto potencial de estas políticas y su acceso a los recursos humanos y técnicos necesarios para la implementación tenían más probabilidades de participar en comportamientos positivos de búsqueda de información. Estos hallazgos tienen implicaciones importantes para las políticas destinadas a aumentar la coherencia de lainstrucción en las escuelas y distritos. Palabras-clave: política educativa; reforma distrital; coherencia; Common Core; evaluación docente; redes sociales Redes sociais e coerência de políticas: Common Core e redes de aconselhamento para avaliação de professores de administradores Resumo: Neste estudo, pretendemos aprofundar a compreensão do que seria necessário para desenvolver as relações, entendimentos comuns e experiência coletiva que podemapoiar os esforços de melhoria em todo o distrito, examinando a implementação do Common Core e uma política de avaliação de professores. Com base em três anos de dados de redes sociais em três distritos, descobrimos que os administradores estavam maispropensos a conversar sobre avaliação de professores do que o Common Core. Alémdisso, os administradores com visões mais positivas do impacto potencial dessas políticas eseu acesso aos recursos humanos e técnicos necessários para a implementação eram maispropensos a se envolver em comportamentos positivos de busca de informações. Essa

FAQs

What policies are examined in the study?

The study examines the implementation of the Common Core and a teacher evaluation policy, focusing on how district leaders manage both initiatives over the same period.

What data and time frame are used?

It draws on three years of social network data collected from three districts.

What factors are linked to administrators’ information-seeking behavior?

Administrators with more positive views about the policies’ potential impact and greater access to necessary human and technical resources were more likely to engage in positive information-seeking behaviors.

Sep 30, 2026

Upload by Liam