Declining Morale, Diminishing Autonomy, and Decreasing Value: Principal Reflections on a High-Stakes Teacher Evaluation System

• In Event: Teacher Evaluation Under the Microscope

Abstract

Despite recent changes to federal accountability policies and ongoing litigation, some states are moving forward with teacher evaluation systems that rely, at least in part, on controversial student achievement measures (e.g., value-added models). This survey research study was conducted in a large, urban school district in one such state. Principal participants strongly expressed concerns regarding: 1) the evaluation system’s negative impact on morale; 2) their lack of autonomy in evaluating teachers; and 3) the impact of evaluation on their perceived professional value. Examining the implications of teacher evaluation systems, per the experiences of practitioners, is increasingly important if policymakers as well as the general public are to better understand the intended and unintended consequences of these systems in practice.

Author

• Noelle Angeline Paufler, University of North Texas