Teacher Evaluation Policy Tools: Principals’ Selective Use in Instructional Leadership

Abstract

ABSTRACTThis longitudinal, qualitative study examined perspectives of principals as they implemented a dramatically changed teacher evaluation system. The concept of policy tools was used to analyze principals’ responses. Multiple policy components were legislated and intended to be equally adopted by schools. However, principals did not equally support or use all the tools to the same degree. They supported and extensively used the rubric for instructional leadership and supervision with teachers, and integrated instructional growth components into their leadership practices. Principals modified or minimally supported accountability policy tools likely to promote conflict or competition instead of collaboration and professional growth.