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ERIC Number: EJ1080926
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: EISSN-1931-6569
Principal Concerns and Superintendent Support during Teacher Evaluation Changes
Derrington, Mary Lynne; Campbell, John W.
AASA Journal of Scholarship & Practice, v12 n3 p11-22 Fall 2015
Teacher evaluation is a major reform initiative in public education's high accountability policy environment. Principals' effective implementation of this high-stakes reform is challenged by time management, policy coherence, communication with teachers, district support, and staff development imperatives. Effective implementation requires moving beyond time and management concerns towards collaborative leadership with supervisors. Although teacher evaluation policies are often state initiated, local level superintendents and district leaders must understand principals' challenges to provide useful guidance and support. Based on a three-year study of a southeastern state's Race to the Top driven implementation of redesigned teacher evaluation policies, this article examines principals' concerns and need for support plus superintendent strategies for addressing gaps that state and federal policymakers may leave during such mandated reform. The Stages of Concern framework from the Concerns-Based Adoption Model (CBAM) was used to examine principals' concerns and superintendents' support. Lessons learned and implications for superintendents are described.
AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 22314. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Race to the Top