Principals' Use and Understanding of Teacher Evaluation Policy Tools: A Four-Year Study

• In Event: Roundtable Session 7
  In Roundtable Session: Data Use in Education Policy and Practice

Abstract

Fourteen principals were followed over four years during the implementation of a Southeastern state’s rigorous, redesigned teacher evaluation policies under a Race to the Top Grant. Fifty–six hours of interviews were recorded, transcribed, and analyzed for this ongoing, qualitative, longitudinal study. The study examined changes in principals’ perspectives of the policies over time, and the extent to which principals incorporated new instruments of change, or policy tools, into their supervisory practices. Findings indicate that prescriptive observation rubrics were accepted as a positive tool for change while other policy tools were challenged, compliantly executed, or minimally used. Principals exhibited strong leadership with instructionally focused evaluation components, but questioned specific accountability provisions.

Authors

• Mary Lynne Derrington, The University of Tennessee

• John Wilson Campbell, Alcoa City Schools