ABSTRACT

This study investigated principals’ perceptions of Illinois teacher evaluation reforms, applying education policy implementation theory and micropolitics of personnel evaluation as conceptual frameworks. Interviews were conducted with 20 Illinois public school principals. Findings revealed micropolitics influenced the development and implementation of local evaluation procedures that were favorable to educators. Principals perceived student growth scores unduly inflated summative ratings, hindering them from rating educators as underperforming and subsequently assigning improvement plans. Despite challenges, participants believed improvement plans were important levers to hold educators accountable for improving their performance.

摘要

本研究调查了校长对伊利诺伊州教师评价改革的看法，将教育政策实施理论和人事评价微观政治学作为概念框架。对 20 名伊利诺伊州公立学校校长进行了采访。调查结果表明，微观政治影响了有利于教育工作者的地方评估程序的制定和实施。校长认为学生成长分数过度夸大了总结性评分，阻碍了他们将教育工作者评为表现不佳并随后分配改进计划。尽管存在挑战，参与者认为改进计划是重要的杠杆，可以让教育工作者对提高他们的表现负责。