Ten years ago, the reform of teacher evaluation was touted as a mechanism to improve teacher effectiveness. In response, virtually every state redesigned its teacher evaluation system. Recently, a growing narrative suggests these reforms failed and should be abandoned. This response may be overly simplistic. We explore the variability of New York City principals’ implementation of policies intended to promote teaching effectiveness. Drawing on survey, interview, and administrative data, we analyze whether principals believe they can use teacher evaluation and tenure policies to improve teaching effectiveness and how such perceptions influence policy implementation. We find that principals with greater perceived agency are more likely to strategically use tenure and evaluation policies. Results have important implications for principal training and policy implementation.

中文翻译：

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政策实施，主要机构和战略行动：提高纽约市中学的教学效率

十年前，吹捧教师评价改革被认为是提高教师效能的一种机制。作为回应，几乎每个州都重新设计了其教师评估系统。最近，越来越多的说法表明这些改革失败了，应该放弃。该响应可能过于简单。我们探讨了纽约市校长实施旨在提高教学效果的政策的可变性。借助调查，访谈和行政数据，我们分析了校长是否认为他们可以使用教师评估和任期政策来提高教学效果，以及这种看法如何影响政策实施。我们发现，具有更大感知能力的校长更有可能在战略上使用权属和评估政策。