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The Massachusetts Educator Evaluation Framework And Transformational Leadership Alignment: An Investigation, Martin J. Mcevoy Jr

Doctoral Dissertations

The recent Massachusetts Educator Evaluation Regulations (CMR 35.00) articulates goals that include growth and improved performance by teachers. Despite this stated goal, however, it is unclear if the policy is consistent with transformational leadership, which has shown correlation with growth and performance. In fact, the policy may instead bring about unintended consequences associated by some with evaluations in general, such as promoting “inspectional and fault finding supervision . . . [that] has serious consequences for the improvement of teaching and student achievement” (Glanz, 2005, p. 3). Through a discursive analysis of the Educator Evaluation Regulations (CMR 35.00) and semi-structured interviews …