Principal Sensemaking of State-Mandated Teacher Evaluation Policies in the Local Context

• In Event: Park Central Roundtable Session 15
  In Roundtable Session: Leadership Toward Improvement: Perspectives of School Leaders

Abstract

Principals make sense of state-mandated teacher evaluation in their local context based on local needs and the complexity, clarity, and quality of the state policy. Findings in this qualitative study are based on interviews of principals (N = 6) in Kentucky and North Carolina. According to participants in this study, principals made the following decisions in implementing teacher evaluation to improve instruction: 1. Focus on formative over summative purposes; 2. Define indicators and performance levels for local context for teachers and other evaluators; 3. Prioritize standards or indicators for local context; 4. Differentiate the process based on individual teacher needs; 5. Record extensive anecdotal notes as evidence; and 6. Promote teacher reflection through questioning.

Authors

• Stacy Leggett, Western Kentucky University

• Janet Clark Hurt, Western Kentucky University

• Marguerita K. Desander, Western Kentucky University