Teacher Evaluation in Indiana: Principals’ Use and Perception of Field-Based Practices

Lori Boyland, Michael W. Harvey, Marilynn Quick, Youngkung Choi

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
Pages (from-to)270-293
Number of pages24
JournalInternational Journal of Educational Reform
Volume23
Issue number4
DOIs
StatePublished - Oct 2014

All Science Journal Classification (ASJC) codes

  • Education
  • Social Sciences (miscellaneous)

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