Instructional Leadership and Standards Based Evaluation: The Principals View

Jimmy A Zoll

Abstract


Using a modified Delphi method, this paper examined how the implementation of Georgia’s Teacher Keys Effectiveness System (TKES), challenges the principal’s role of instructional leadership. Principals expressed concern about the time required for evaluation. However, they perceive they are better instructional leaders and they are in classrooms more often. There was great concern with calibration and the TKES platform itself. A large majority stated that the number of observations should be dependent on the teacher. Ideas for further research including conducting a similar study three years from now when there is more student achievement data available.

 


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