Principal Evaluation in Indiana: Practitioners' Perceptions of a New Statewide Model
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| Title: | Principal Evaluation in Indiana: Practitioners' Perceptions of a New Statewide Model |
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| Language: | English |
| Authors: | Andrews, Kelly A., Boyland, Lori G., Quick, Marilynn M. |
| Source: | Education Leadership Review. Dec 2016 17(2):36-55. |
| Availability: | NCPEA Publications. Available from: National Council of Professors of Educational Administration. Web site: http://www.ncpeapublications.org/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Principals, Administrator Evaluation, School Districts, State Legislation, Superintendents, Feedback (Response), Educational Change, Educational Policy, Mixed Methods Research, Models, Administrator Attitudes, Administrator Qualifications, Public Schools, Administrator Surveys, Rating Scales, Likert Scales |
| Geographic Terms: | Indiana |
| ISSN: | 1532-0723 |
| Abstract: | This study examines administrators' perspectives of a state-developed principal evaluation model adopted by a majority of Indiana school districts after legislation mandated policy reform in educator evaluation. Feedback was gathered from public school superintendents (the evaluators) and principals (those being evaluated), with 364 participants. Mixed-methods analyses revealed areas of model utility, implementation challenges, and statistically significant differences between principals' and superintendents' perceptions of model efficacy. Both superintendents and principals agreed the new model was an improvement over traditional, locally developed models; however, superintendents rated the model higher in efficacy and implementation fidelity. Principal participants did not perceive the new model to be effective for principal evaluation and would not recommend the model to colleagues. Implications for future policy development in educator evaluation include the integration of findings from essential evaluative research. Recommendations for practice include suggestions for facilitating field-based support when developing and implementing evaluative models. |
| Abstractor: | As Provided |
| Number of References: | 49 |
| Entry Date: | 2016 |
| Access URL: | https://www.ncpeapublications.org/index.php/volume-17-number-2-fall-2016 |
| Accession Number: | EJ1124037 |
| Database: | ERIC |
| Abstract: | This study examines administrators' perspectives of a state-developed principal evaluation model adopted by a majority of Indiana school districts after legislation mandated policy reform in educator evaluation. Feedback was gathered from public school superintendents (the evaluators) and principals (those being evaluated), with 364 participants. Mixed-methods analyses revealed areas of model utility, implementation challenges, and statistically significant differences between principals' and superintendents' perceptions of model efficacy. Both superintendents and principals agreed the new model was an improvement over traditional, locally developed models; however, superintendents rated the model higher in efficacy and implementation fidelity. Principal participants did not perceive the new model to be effective for principal evaluation and would not recommend the model to colleagues. Implications for future policy development in educator evaluation include the integration of findings from essential evaluative research. Recommendations for practice include suggestions for facilitating field-based support when developing and implementing evaluative models. |
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| ISSN: | 1532-0723 |
