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theses

In 2013, an external evaluation conducted by Rutgers University found that principals struggled with implementation of the reforms set forth by AchieveNJ, New Jersey’s new educator evaluation system. One important struggle for principals was the time crunch of implementing the new reform, while still carrying out leadership functions deemed effective by research. Now in year three of the reform, it is unclear if AchieveNJ is improving, or undermining, the work of school principals. This qualitative study attempts to explore and answer the following questions regarding the effects of AchieveNJ on principal practice: 1. How do principals use teacher evaluation reform to develop teachers? 2. How has AchieveNJ helped, or hindered, the principal from carrying out the leadership functions research claims to be effective? This study consists of semi-structured interviews with six middle school principals in New Jersey. Attempting to control for various socio-economic and staffing variables, three principals were selected to represent highly effective middle schools in New Jersey, while the other three participants were from less effective middle schools in the same district. Interviews aimed to determine how principals enact teacher evaluation reform and whether AchieveNJ helps or hinders the principals from conducting important leadership functions found in the literature. The most important finding in the current study is that principals’ methods of carrying out teacher evaluation may not be what separates effective middle schools from less effective middle schools in New Jersey. Principals in the more effective schools report engaging in the same activities as their counterparts in the less effective schools. Principals in the study reported little differences in the way they carry out teacher evaluation in the years prior to and since AchieveNJ. Additionally, principals in the study reported little or no differences on how they utilize teacher evaluation to carry out the leadership functions addressed in the literature review. There are also contextual differences amongst schools that may affect a principal’s comfort level, and the process in which they carry out their daily work.

ETD_7982

Ed.D.

Includes bibliographical references

by James H. Parry

doi:10.7282/T37H1NCM

ETD doctoral

The author owns the copyright to this work.