Teachers and Principals: Allied or at Odds After Five Years of New Evaluation Policy Implementation

• In Event: 63.051 - Perspectives on Implementing State Policy at the Local Level

Abstract

This mixed methods study examined principals’ and their teachers’ perspectives of a reformed teacher evaluation system after five years of implementation. A teacher survey was developed from findings of a longitudinal study of principals’ perceptions. The level of agreement between the principals and their teachers were analyzed using the Supervisory Working Alliance framework. Results indicate principal and teacher agreement on some evaluation components such as the use of an understandable rubric. However, lack of agreement was indicated on the usefulness of principal feedback and on the evaluation’s negative effect on the supervisory relationship. The authors conclude that positive change through teacher evaluation policy reform might be advanced when principals and their teachers build agreement on evaluation’s purposes and tasks.

Authors

• Mary Lynne Derrington, The University of Tennessee

• John Wilson Campbell, Alcoa Schools