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Educational Policy
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School-Level Politics and Professional Development: Traps in Evaluating the Quality of Practicing Teachers

Bruce S. Cooper

Division of Educational Leadership, Administration and Policy in the Graduate School of Education at Fordham University

Patricia A.L. Ehrensal

Graduate School of Education at Fordham University

Matthew Bromme

Graduate School of Education at Fordham University

Teacher supervision and evaluation are fundamental responsibilities of the principal. Yet principals and teachers find their supervisory interactions to be difficult and unsatisfying experiences. This article explores the micropolitical context in which supervision and evaluation take place. Highlighting specific examples in New York City, the article argues that the environment in which teacher-principal interactions occur is shaped by union contracts, state and district personnel policies, and precedents set by local experiences with teacher dismissals. These historical and structural factors and others converge to create three traps of supervision.

Key Words: supervision • teacher-administrator relations • micropolitics

Educational Policy, Vol. 19, No. 1, 112-125 (2005)
DOI: 10.1177/0895904804272231
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