Administrators’ Perceptions of Themselves as Evaluators: Insights From the Excellent Educators for New Jersey (EE4NJ) Pilot

• In Event: Using Data to Guide Leadership Work

Abstract

As teacher evaluation continues to become a major focus of both research and policy, many states have implemented enhanced evaluation programs for their schools. Many of these programs alter the way in which teacher observations are conducted. Though observation has been criticized (see Bell, Gitomer, McCaffrey, Hamre, Pianata, & Qi, 2012; Toch & Rothman, 2008; Wayne & Youngs, 2003), observation remains a fundamental part of teacher evaluation. Using survey data and interviews with principals and superintendents, this paper explores the ways in which these administrators see themselves as observers of teachers. Analysis indicates that though principals and superintendents are perhaps overly confident in their abilities as observers, they see the observation process as a partnership process for teacher development.

Authors

• Timothy Lyle Nordin, Rutgers University

• William A. Firestone, Rutgers University