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<p>This paper focuses on the role of the principal in establishing a meaningful appraisal process. The journey of one urban primary school is explored from the perspective of the principal as the teaching staff transition from an ineffective system to a process that has teacher growth and learners’ achievement at the centre. We acknowledge that the leadership team and teachers played an important role in implementing any changes, however, the key focus of this paper is the principal’s actions. Audio-recorded interviews with the principal and five teachers, followed by three years of participant observations of regular meetings and conversations recorded in field notes, chart the principal’s journey. We argue the principal’s leadership strategies developed a community of practice supporting teacher professional development, which in turn paved the way to shift teachers’ perceptions and produce a meaningful appraisal process. This shift is evidenced in surveys taken at the beginning and end of the three-year period which show a marked change in teachers’ attitudes, beliefs and perceptions of the appraisal purpose. We conclude with implications for school leaders interested in revising their appraisal process.</p>
</abstract>

This paper focuses on the role of the principal in establishing a meaningful appraisal process. The journey of one urban primary school is explored from the perspective of the principal as the teaching staff transition from an ineffective system to a process that has teacher growth and learners’ achievement at the centre. We acknowledge that the leadership team and teachers played an important role in implementing any changes, however, the key focus of this paper is the principal’s actions. Audio-recorded interviews with the principal and five teachers, followed by three years of participant observations of regular meetings and conversations recorded in field notes, chart the principal’s journey. We argue the principal’s leadership strategies developed a community of practice supporting teacher professional development, which in turn paved the way to shift teachers’ perceptions and produce a meaningful appraisal process. This shift is evidenced in surveys taken at the beginning and end of the three-year period which show a marked change in teachers’ attitudes, beliefs and perceptions of the appraisal purpose. We conclude with implications for school leaders interested in revising their appraisal process.

Transitioning to a meaningful appraisal process: One principal’s journey

Journal of Educational Leadership, Policy and Practice

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

{"article-title":"Transitioning to a meaningful appraisal process: One principal\u2019s journey"}

This paper focuses on the role of the principal in establishing a meaningful appraisal process. The journey of one urban primary school is explored from the...

Transitioning to a meaningful appraisal process: One principal’s journey

Publicado en línea: 02 abr 2019

Páginas: 60 - 71

DOI: https://doi.org/10.21307/jelpp-2018-013

Palabras clave
School principal, appraisal, leadership, community ofpractice

© 2018 Bilinda Offen et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Transitioning to a meaningful appraisal process: One principal’s journey

Publicado en línea: 02 abr 2019

Páginas: 60 - 71

DOI: https://doi.org/10.21307/jelpp-2018-013

Palabras claveSchool principal, appraisal, leadership, community ofpractice

© 2018 Bilinda Offen et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Palabras clave
School principal, appraisal, leadership, community ofpractice