Implementing Teacher Evaluation: Principals’ Responses to Change

• In Event: Teacher Supervision and Evaluation: Perceptions From the Field

Abstract

This multi-site, three year qualitative study examined K-12 principal perspectives of the implementation of a new teacher evaluation system and its impact on instructional leadership. A new teacher evaluation system was mandated, then quickly developed and deployed as a condition for receiving a Race to the Top grant in a Southeastern state. This study describes the impact on principals’ instructional leadership practices resulting from implementing the new system. It examines and compares changes in principal perspectives, practices, and uses of teacher evaluation, using the change process as a theoretical frame.

Authors

• Mary Lynne Derrington, The University of Tennessee

• John Wilson Campbell, Alcoa City Schools