Implications of Illinois Teacher Evaluation Reforms: Insights from Principals

David L. Conrad, Donald G. Hackmann

Research output: Contribution to journalArticlepeer-review


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.

Original languageEnglish (US)
Pages (from-to)565-584
Number of pages20
JournalLeadership and Policy in Schools
Issue number3
StatePublished - 2022
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Strategy and Management


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