| Existing literature suggested that the field of teacher supervision and evaluation was in crisis. However, the province of Alberta's department of learning addressed many of the problems concerning teacher supervision and evaluation in its Policy 2.1.5---Teacher Growth, Supervision and Evaluation. By September 1999, all employed Alberta teachers were required to write an annual teacher professional growth plan (TPGP), and engage in collaborative peer reviews at least twice a year.; This basic interpretive qualitative study explored how five high school principals in one of Alberta's urban school divisions implemented Policy 2.1.5. The study drew upon data collected during individual one-hour interviews.; The data from this project covered provincial and district-level support for Policy 2.1.5, principal-level implementation strategies including principal ownership of Policy 2.1.5, philosophical views on teacher self-directed learning, methods to integrate collaborative learning into school organizations, attitudes to resistors of the policy, use of structural supports, and beliefs regarding teacher recognition and praise. |
