Implications of Illinois Teacher Evaluation Reforms: Insights from Principals
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| Title: | Implications of Illinois Teacher Evaluation Reforms: Insights from Principals |
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| Language: | English |
| Authors: | Conrad, David L. (ORCID |
| Source: | Leadership and Policy in Schools. 2022 21(3):565-584. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | 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 |
| Geographic Terms: | Illinois |
| DOI: | 10.1080/15700763.2020.1802761 |
| ISSN: | 1570-0763 1744-5043 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1359184 |
| Database: | ERIC |
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