Demanding Instructional Leadership: Indiana High School Assistant Principals Implementing High-Stakes Teacher Evaluations

Abstract

The work of assistant principals is essential for translating state laws into school practices. This study examined the impact of the implementation of Indiana’s high-stakes educator evaluation law (PL-90) on the work of high school assistant principals. Specifically, this empirical investigation examined the impact of the implementation on their work related to the requirements of PL-90, traditional assistant principal roles and responsibilities, and their instructional leadership role. The study also explored the kinds of factors that enabled or constrained impacts of the implementation on their work. This study employed a sequential explanatory mixed-methods research design. The quantitative phase consisted of a survey to examine Indiana high school assistant principals’ perceived level of involvement in 40 leadership practices and actions. Assistant principals implementing PL-90 in 2012-13 who had been in the same position for at least two years were also asked to rate their perceived change in involvement in those leadership practices and actions. The qualitative phase was designed to explain and elaborate on the findings of the quantitative phase. A stratified sample of six assistant principals participated in two semi-structured interviews focused on the participants’ experiences during the implementation. Findings revealed that assistant principals reported significantly more involvement with instructional leadership, especially activities related to the requirements of PL-90. However, their responsibilities related to student and organizational management remained constant. Therefore, assistant principals reported a significant vii increase in their workload and in the hours they worked to complete their assigned duties. Assistant principal adapted to the time constraints during the school day by changing student management procedures and by communicating with parents during afterschool hours. The kinds of factors that impacted the assistant principals’ experiences of the implementation included the evaluation system, the administrative structure, and the assistant principal’s years of experience as a teacher and as an administrator. Recommendations for assistant principals focused on becoming active partners in restructuring their instructional leadership role. Recommendations for building, district, and state leaders included providing support and resources to successfully implement high-stakes educator evaluations. Implications for research focused on the instructional leadership role of assistant principals and its impact on school outcomes.