Implications of Illinois Teacher Evaluation Reforms: Insights from Principals

Autor/inn/en	Conrad, David L.; Hackmann, Donald G.
Titel	Implications of Illinois Teacher Evaluation Reforms: Insights from Principals
Quelle	In: Leadership and Policy in Schools, 21 (2022) 3, S.565-584 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Conrad, David L.) ORCID (Hackmann, Donald G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2020.1802761
Schlagwörter	Teacher Evaluation; Educational Change; Principals; Administrator Attitudes; Educational Policy; Policy Analysis; Public Schools; Politics of Education; Evaluation Methods; Scores; Summative Evaluation; Educational Improvement; Accountability; Teacher Effectiveness; Identification; Elementary Secondary Education; Administrator Characteristics; Illinois + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Bildungsreform; Principal; Schulleiter; Politics of education; Bildungspolitik; Politikfeldanalyse; Public school; Öffentliche Schule; Educational policy; Teaching improvement; Unterrichtsentwicklung; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Identifikation; Identifizierung
Abstract	This study investigated principals' perceptions of Illinois teacher evaluation reforms, applying education policy implementation theory and micropolitics of personnel evaluation as conceptual frameworks. 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. Principals perceived student growth scores unduly inflated summative ratings, hindering them from rating educators as underperforming and subsequently assigning improvement plans. Despite challenges, participants believed improvement plans were important levers to hold educators accountable for improving their performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01