Principals' Perspectives on Teacher Evaluation Reforms and Micropolitics in Illinois

• In Event: 18.059 - MTCC Roundtable Session Three
  In Roundtable Session: 18.059-1 - Challenges in Evaluating Principals, Teachers, and Students

Abstract

This study investigated complementary teacher evaluation reforms in Illinois: the Performance Evaluation Reform Act in January 2010 and Senate Bill 7 in June 2011. These included policy changes to the identification, improvement, and/or removal of underperforming educators. Semi-structured interviews were conducted with 20 Illinois public school principals. Findings revealed micropolitics influenced the development and implementation of local evaluation procedures that were favorable to educators. Specifically, student growth scores inflated summative evaluation ratings, hindering principals from assigning improvement plans. Despite challenges, all participants overwhelmingly felt improvement plans were important levers to utilize. Contrary to the literature, teachers’ unions did not hinder the implementation of teacher evaluation processes and shared a mutual interest in having quality educators. [Teacher Evaluation, Principals, Education Policy]

Authors

• David L. Conrad, Governors State University

• Donald G. Hackmann, Iowa State University