Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals' Views and Experiences

Autor/inn/en	Kraft, Matthew A.; Gilmour, Allison F.
Titel	Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals' Views and Experiences
Quelle	In: Educational Administration Quarterly, 52 (2016) 5, S.711-753 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X16653445
Schlagwörter	Principals; Administrator Role; Faculty Development; Evaluators; Teacher Evaluation; Case Studies; Administrator Attitudes; Instructional Leadership; Observation; Semi Structured Interviews; Urban Schools; School Districts; Educational Change; Program Implementation; Coding; Data Analysis; Administrator Responsibility; Teacher Administrator Relationship; Expertise; Coaching (Performance); Formative Evaluation; Summative Evaluation + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Teacher appraisal; Lehrerbeurteilung; Case study; Fallstudie; Case Study; Instruction; Leadership; Bildung; Erziehung; Führung; Beobachtung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Bildungsreform; Codierung; Programmierung; Auswertung; Expert appraisal
Abstract	Purpose: New teacher evaluation systems have expanded the role of principals as instructional leaders, but little is known about principals' ability to promote teacher development through the evaluation process. We conducted a case study of principals' perspectives on evaluation and their experiences implementing observation and feedback cycles to better understand whether principals feel as though they are able to promote teacher development as evaluators. Research Method: We conducted interviews with a stratified random sample of 24 principals in an urban district that recently implemented major reforms to its teacher evaluation system. We analyzed these interviews by drafting thematic summaries, coding interview transcripts, creating data-analytic matrices, and writing analytic memos. Findings: We found that the evaluation reforms provided a common framework and language that helped facilitate principals' feedback conversations with teachers. However, we also found that tasking principals with primary responsibility for conducting evaluations resulted in a variety of unintended consequences which undercut the quality of evaluation feedback they provided. We analyze five broad solutions to these challenges: strategically targeting evaluations, reducing operational responsibilities, providing principal training, hiring instructional coaches, and developing peer evaluation systems. Implications: The quality of feedback teachers receive through the evaluation process depends critically on the time and training evaluators have to provide individualized and actionable feedback. Districts that task principals with primary responsibility for conducting observation and feedback cycles must attend to the many implementation challenges associated with this approach in order for next-generation evaluation systems to successfully promote teacher development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01