District Leaders’ Framing of Educator Evaluation Policy

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  In Poster Session: District Leaders’ Framing of Educator Evaluation Policy

Abstract

This paper presents findings from an empirical study of the implementation of Connecticut’s new educator evaluation system across 14 school districts. To answer questions about districts and implementation, we use qualitative data, including 42 interviews with district leaders and policy documents. Aiming to explain the dynamics of policy translation from the state to district levels, we utilize framing theory to understand district leaders’ interpretation and advancement of the new evaluation system. The paper highlights district leaders’ role in actively re-constructing state-level policy by framing the principles of evaluation and development. This paper also discusses how and why district leaders constructed different frames on evaluation policy. Our findings have implications for state policymakers, district administrators, and school leaders.

Authors

• Sarah L. Woulfin, University of Connecticut

• Morgaen L. Donaldson, University of Connecticut

• Richard Gonzales, University of Connecticut