School administrators' views of the Annual Professional Performance Review (APPR) in New York City
Abstract
During the past few years, more than 30 states enacted legislation to change the way teachers are evaluated. Instead of relying solely on the observation of teachers, the new laws require that multiple measures be used to determine teacher effectiveness. In 2010, New York State Education Law §3012-c, which required school administrators to utilize the Annual Professional Performance Review (APPR) to evaluate teachers beginning in the 2011-2012 school year, was passed. According to the new law, 60% of the APPR would be based on the observation of teachers, while 40% will be based on student growth data, and other locally selected measures. This study sought to gain insight into school administrator beliefs, attitudes and sense of preparedness for the APPR. Approximately 564 elementary, middle and high school assistant principals and principals (school administrators) responded through administration of the School Administrator Beliefs and Attitude (SABA) Survey—an original instrument (designed and validated for this study). The sample was drawn from school administrators employed at the New York City Department of Education. This study measured the relationship between school administrators' attitudes, beliefs knowledge, and feelings of preparedness for implementation of APPR. Important findings, implications for future research and practice included the attitudes and beliefs of school administrators and how these variables may influence their efficacy as evaluators of teachers. School districts and researchers may consider closer examinations of the attitudes and beliefs of school administrators, and how they impact the implementation of evaluation practices.
Subject Area
Educational leadership|Education Policy|School administration
Recommended Citation
Coppin, Paulette Deborah, "School administrators' views of the Annual Professional Performance Review (APPR) in New York City" (2015). ETD Collection for Fordham University. AAI3683429.
https://research.library.fordham.edu/dissertations/AAI3683429
