Programmatic Effects of the Massachusetts Performance Assessment for Leaders

ABSTRACT

Massachusetts introduced the first high-stakes performance assessment for principal certification in 2014. Using student surveys from six institutions and interviews with program directors from ten out of 23 state-approved programs, the author asked, “How are Massachusetts principal preparation programs changing in response to the new Performance Assessment for Leaders?” The test prompted numerous programmatic changes in course sequencing, course assignments, classroom instruction, practicum design, writing requirements, faculty assignments, and graduation requirements while promoting the credentialing function of such programs at the expense of the educative function. Students were skeptical and directors guardedly hopeful about the long-term benefits.

Disclosure statement

No potential conflict of interest was reported by the author.