ABSTRACT

Understanding Consequential Assessment Systems for Teachers (UCAST) studied a large urban school district in the United States as it adopted a new teacher evaluation system. This project studied 1,000 principals as they were trained to use this new system, and followed them into their first three years of implementation. This article features a multiple-case case study of three of these school principals. Findings indicate principals exercise professional judgment by donning evaluation policy as a “mantle of agency” for working toward a host of aims sometimes aligned with and sometimes antithetical to stated policy. Implications for policy and practice are discussed.

摘要

了解教师结果评估系统 (UCAST) 研究了美国的一个大型城市学区，因为它采用了一种新的教师评估系统。该项目研究了 1,000 名校长，因为他们接受了使用这一新系统的培训，并在他们实施的前三年跟踪他们。本文以其中三位校长的多案例研究为特色。调查结果表明，委托人通过将评估政策作为“机构的外衣”来实现职业判断，以实现有时与既定政策一致有时与既定政策相反的一系列目标。讨论了对政策和实践的影响。