Principal Evaluation in Indiana: Practitioners' Perceptions of a New Statewide Model

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 princ...

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Bibliographic Details
Published inEducation leadership review Vol. 17; no. 2; pp. 36 - 55
Main Authors Andrews, Kelly A, Boyland, Lori G, Quick, Marilynn M
Format Journal Article
LanguageEnglish
Published NCPEA Publications 01.12.2016
Subjects
Administrator Attitudes
Administrator Evaluation
Administrator Qualifications
Administrator Surveys
Educational Change
Educational Policy
Feedback (Response)
Likert Scales
Mixed Methods Research
Principals
Public Schools
Rating Scales
School Districts
State Legislation
Superintendents
Indiana
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Summary: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.
ISSN:1532-0723