| This study explored the experiences and perceptions of principal-teacher pairs as they practiced the observation procedures of Pennsylvania's Educator Effectiveness System. A qualitative, multiple case study approach was applied to examine how principals and teachers enacted their roles within the evaluation process and examined how the observation procedures of the Educator Effectiveness System affected principal teacher-pairs' perceptions about supervision and evaluation. The information presented in this study validated the significance of relating supervision and evaluation to teacher effectiveness and focused on the theory and findings that were pertinent to the Educator Effectiveness System. This research aimed to provide insight about the procedures of the Educator Effectiveness observation system and its effects on the professional growth of the principal-teacher pairs, perceptions of the principal-teacher pairs pertaining to supervision and evaluation, and principal-teacher pairs' perceptions about characteristics of effective instructional practices. |
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