How Central Office Administrators Communicate Understanding and Expectations of MMSEE to Principals: One District’s Implementation of the Massachusetts Model System for Educator Evaluation to Support the Growth and Development of Principals

Abstract

This qualitative case study examined how central office administrators (COAs) and principals in one school district made sense of the new Massachusetts Model System for Educator Evaluation (MMSEE) and how COAs communicated their understanding and expectations of MMSEE to principals. Specifically, this study utilized the sensemaking property of enactment as central to its conceptual framework; thus, sensemaking was defined by what COAs enacted to implement MMSEE for principal evaluation. Data gathered from semi-structured interviews with COAs and principals revealed that COAs and principals lacked consistent understanding of MMSEE implementation. The data also illustrated that COAs and principals viewed communication about MMSEE in different ways. The study indicated that the district has invested in developing principals to be instructional leaders but has not yet created coherence between district initiatives and MMSEE expectations. The study recommends that COAs clearly communicate to principals the alignment of enacted district level supports with MMSEE evaluation.