Supporting Principal Professional Practice Through Evaluative Feedback: One District’s Implementation of the Massachusetts Model System for Educator Evaluation to Support the Growth and Development of Principals

• Main Author: McNeil, Alexandra Montes
• Format: Others
• Language: English
• Published: Boston College 2016
• Subjects: Educator; Evaluation; Feedback; Practice; Principal; Support
• Online Access: http://hdl.handle.net/2345/bc-ir:106799

Thesis advisor: Fr. Joseph O'Keefe === One of six studies examining one district’s implementation of the Massachusetts Model System of Educator Evaluation (MMSEE), this study examines how central office administrators (COAs) implement one of the central components of MMSEE, feedback. Feedback is intended to provide educators information and insight from supervisors with the intent to reflect on, improve and develop educators’ professional practice. Although there has been much research on principal evaluation, there has been little research on how feedback supports principals through the evaluation process making this study relevant and timely. By analyzing data collected through semi-structured interviews, findings revealed that principals and COAs had differing views of the type, frequency and relevance of feedback. To create a coherent and supportive structure for principal feedback recommendations include ensuring structures for effective communication and creation of collaborative professional development – COAs and principals – that include principal voice with explicit discussion and instruction on feedback. === Thesis (EdD) — Boston College, 2016. === Submitted to: Boston College. Lynch School of Education. === Discipline: Educational Leadership and Higher Education.