Implications of Illinois Teacher Evaluation Reforms: Insights from Principals
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Academic Unit
College of Education and Human Development
Publication Date
Spring 2022
Document Type
Article
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.
Journal Title
Leadership and Policy in Schools
Volume
21
Issue
3
Beginning Page Number
565
Last Page Number
584
DOI
https://doi.org/10.1080/15700763.2020.1802761
Recommended Citation
Conrad, David and Hackmann, Donald G., "Implications of Illinois Teacher Evaluation Reforms: Insights from Principals" (2022). Faculty Authors and Creators Reception. 1.
https://opus.govst.edu/fac/1