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Implications of Illinois Teacher Evaluation Reforms: Insights from Principals.

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Title: Implications of Illinois Teacher Evaluation Reforms: Insights from Principals.
Authors: Conrad, David L.1 (AUTHOR) dconrad@govst.edu, Hackmann, Donald G.2 (AUTHOR)
Source: Leadership & Policy in Schools. Jul-Sep2022, Vol. 21 Issue 3, p565-584. 20p. 3 Charts.
Subject Terms: *Employee reviews, *Education policy, *School principals, *Teacher evaluation, *Educational change, *Educators, Reforms
Geographic Terms: Illinois
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. [ABSTRACT FROM AUTHOR]
Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Implications of Illinois Teacher Evaluation Reforms: Insights from Principals.
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  Data: <searchLink fieldCode="JN" term="%22Leadership+%26+Policy+in+Schools%22">Leadership & Policy in Schools</searchLink>. Jul-Sep2022, Vol. 21 Issue 3, p565-584. 20p. 3 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Employee+reviews%22">Employee reviews</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22School+principals%22">School principals</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+evaluation%22">Teacher evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Reforms%22">Reforms</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Illinois%22">Illinois</searchLink>
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  Label: Abstract
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/15700763.2020.1802761
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      – Code: eng
        Text: English
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        PageCount: 20
        StartPage: 565
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      – SubjectFull: Employee reviews
        Type: general
      – SubjectFull: Education policy
        Type: general
      – SubjectFull: School principals
        Type: general
      – SubjectFull: Teacher evaluation
        Type: general
      – SubjectFull: Educational change
        Type: general
      – SubjectFull: Educators
        Type: general
      – SubjectFull: Reforms
        Type: general
      – SubjectFull: Illinois
        Type: general
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              M: 07
              Text: Jul-Sep2022
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              Y: 2022
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