Teacher Evaluation in Indiana: Principals' Use and Perception of Field-Based Practices. Issue 4 (October 2014)

• Record Type: Journal Article
• Authors: Boyland, Lori; Harvey, Michael W.; Quick, Marilynn; Choi, Youngkung
• Is Part Of: International journal of educational reform. Volume 23:Issue 4(2014)
• Page Start: 270
• Page End: 293
• Publication Date: 2014-10
• Subjects: Educational change -- Periodicals; Educational change -- United States -- Periodicals; Education and state -- Periodicals; Education and state -- United States -- Periodicals; Education, Secondary -- Periodicals; Periodicals; 379
• DOI: 10.1177/105678791402300403
• Languages: English
• ISSNs: 2631-9675

Abstract

Teacher evaluation is an important component of the education reform agenda. This study gathered and examined information regarding teacher evaluation practice in Indiana, which was needed before wide-scale implementation of new models mandated by recent legislation. Information was received from 477 principals regarding their current use and perceptions of effectiveness of summative, formative, and emergent evaluation methods. Elementary and secondary principals reported high use and effectiveness of many summative and several formative methods but reported low use of most emergent practices and disagreed that these methods were effective. Recommendations are provided to facilitate field-based support when implementing new models.