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Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal

Item

Title
Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal
Abstract/Description
Teacher evaluation systems that pair measures of teacher observation with measures of student achievement or growth have become widespread. However, little attention has focused on the impact of teacher evaluation systems—and, in particular, the intensive collection and use of data from teacher observations—on principals. Drawing on interviews with approximately 60 principals in 6 urban school districts, we describe how teacher observation policies are reshaping school leadership. Principals report spending time in new ways, citing benefits to teacher evaluation, such as collecting evidence about teacher performance to provide specific, evidence-based, formative feedback to teachers. They navigate new expectations around data use, particularly in the area of teacher “talent management,” such as teacher support. These changes come with substantial challenges, including lack of time to complete duties, deterioration of relationships, and lower visibility in schools, raising the possibility that teacher evaluation systems may be increasing principal stress and burnout.
Author/creator
Neumerski, Christine M.
Grissom, Jason A.
Goldring, Ellen B.
Drake, Timothy A.
Rubin, Mollie
Cannata, Marisa A.
Schuermann, Patrick
Date
2018
In publication
The Elementary School Journal
Volume
119
Issue
2
Pages
270-297
Resource type
Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Empirical
Open access/full-text available
en Yes
Peer reviewed
en Yes
ISSN
0013-5984
DOI
10.1086/700597
URL
Official Publisher's Webpage (The University of Chicago Press Journals)
Full-text PDF Shared by Author (ResearchGate)
Citation
Neumerski, C. M., Grissom, J. A., Goldring, E., Drake, T. A., Rubin, M., Cannata, M., & Schuermann, P. (2018). Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal. The Elementary School Journal, 119(2), 270–297. https://doi.org/10.1086/700597

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