Principals' Perspectives and Use of a High-Stakes Teacher Evaluation Observation Rubric: A Five-Year Study

• In Event: 14.044 - Roundtable Session 1
  In Roundtable Session: 14.044-4 - Evaluation Impacts on Principal Leadership

Abstract

This qualitative, longitudinal, 5-year study, conducted in a Southeastern, Race-to-the-Top awarded state, examined 14 principals’ perspectives and use of a detailed teacher observation rubric, developed for the state’s overhauled, high-stakes teacher evaluation system. Analytically based in contemporary implementation and instructional leadership research, significance is drawn from its longitudinal examination of school leaders’ changing values with regard to the rubric’s content, policy role, and application.
Results indicate unanimous adoption of the rubric, and sustained support for its collaborative capacity building role. Concerns grew, however, regarding validity, impact of scores, and to consistent use. Consequences of high stakes scoring requirements, for teachers and relationships, may have affected principals’ use. Implications for school leaders’ decision-making, policy-making, implementation, and teacher evaluation are discussed.

Authors

• John Wilson Campbell, Alcoa City Schools

• Mary Lynne Derrington, The University of Tennessee