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Teacher Observation for Evaluation as Instructional Leadership
This study considers how administrators work to provide excellent educational experiences for all students through supporting teacher practice within teacher observation for evaluation (TOFE) systems. Qualitative methodology was used for this research, specifically interviews of participants. the study took place during the Fall of 2017 at three separate settings, all of which were high-performing secondary schools located in Southern California. Interviewees were administrators who performed TOFEs and the teachers they observed, for a total of thirteen participants. This study addresses three factors that influence the outcome of the TOFE: The instructional leadership capacity of the administrators, teacher perceptions of administrator instructional leadership capacity, and the relationship between the administrator and the teacher being observed. Findings show that administrators deemphasize rigid elements of TOFE systems and instead focus on creating collaborative relationships with teachers through engaging in reflection and dialogue. Administrators utilize soft skills of instructional leadership and relationship building to increase teacher capacity through relationships focused on mutual professionalism and mutual trust.
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