Implementing Teacher Evaluation Through Job-Embedded Professional Development: Principals' Leadership Under Race to the Top

• In Event: 66.076 - Teacher Supervision and Instructional Leadership: Perspectives From the Field

Abstract

This qualitative study examined job-embedded professional development that 28 K-12 principals in a southeastern Race To The Top state provided to teachers during the third-year implementation of a dramatically changed teacher evaluation system. Findings indicate principals most frequently use professional development strategies characterized as individualized or differentiated. Additionally, principals at all levels, K-12, used the evaluation rubric to drive job-embedded professional development activities. This study indicates principals use the instructional rubric component of evaluation to drive professional development even in traditional content-centered high schools and individualize according to perceived teacher need from data collected in the evaluation process.

Authors

• Mary Lynne Derrington, The University of Tennessee

• Julia Kirk, The University of Tennessee - Knoxville