Document Type

Conference Proceeding

Disciplines

Education

Abstract

The value-added teacher evaluation model may require supervisory leader behaviors inconsistent with the beliefs of principals and teachers. Educators who are forced to behave in ways contrary to their basic beliefs about how teachers grow and develop, become frustrated, devalued and candidates for flight from the profession. New Jersey principals and aspiring supervisors were surveyed using the Supervisory Behavior Inventory to gain insight into the existing supervisory beliefs and associated practices prior to a New Jersey mandated implementation of a value-added model that will be in place by September 2013. Analysis of results leads to questionable leadership implications.

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