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ERIC Number: ED557039
Record Type: Non-Journal
Publication Date: 2014
Pages: 169
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3211-1878-0
The View of Principals on Standards Based Evaluation Systems and Their Role as Instructional Leaders
Zoll, James Allen
ProQuest LLC, Ph.D. Dissertation, Mercer University
This study examined the implementation of standards based evaluation systems, specifically Georgia's Teacher Keys Effectiveness System, affects the principals' role of instructional leader. Using a modified Delphi study, principals from a large urban/suburban school system, gave feedback on three questions: how has their role changed; are they more effective as instructional leaders; and how has the implementation affected their other roles. This theory of loose-coupling, which allows for a system to be both rational and indeterminate, was the framework. Standards based systems often conflict with the loosely coupled nature of schools. While there was much support for the new instrument, the time involvement was a major concern. A large percentage stated they were working more in the evening and on weekends and that they were having a hard time keeping up with their other tasks. In many ways, they do feel they are better instructional leaders, as they know their staff's strengths and weaknesses, are more comfortable at conferencing and giving feedback, and they are in classrooms more often. There were concerns about organizational management, professional learning and only one statement arose from the open ended survey regarding the vision of the school. Most of the comments surrounded teacher evaluation, only one component of instructional leadership. There was great concern with calibration and the platform itself. Respondents believed that calibration was somewhat strong within their building but did not believe it was consistent from school to school. There was great frustration with the platform in that there are too many steps, and it is slow. Participants suggest combining some of the standards. A large majority stated that the number of observations should be dependent on the teacher. Those that are consistently proficient and exemplary do not require the same number of observations as those that struggle. Ideas for further research including conducting a similar study three years from now when there is more student achievement data available. Similar studies could be conducted on assistant principals and with central office leadership in the use of their new evaluation tool. Finally, a study on calibration between schools and districts is warranted. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia