A principal may struggle to provide the depth and breadth of expertise required to adequately address the educational leadership demands, particularly in a rural system where oftentimes the principal and staff carry out responsibilities outside their contracted roles. How would a shared-leadership approach promote the staff’s acceptance of the high-stakes, state-mandated educator evaluation system and would the rural context be a significant factor? This dissertation study investigated key actions and supports related to the functions of an Instructional Leadership Team’s (ILTs) implementation of the Massachusetts Framework for Educator Evaluation, referred to in the study as the Educator Evaluation System (EES). This study employed document review, individual and group interviews, and participatory observations to analyze the processes and procedures that supported the ILT’s work integrating the EES in the rural setting. Data were explored through the social capital lens, demonstrating that collective action facilitated the ILT’s agenda. This research suggests that the sense of group responsibility, accountability, and cohesiveness emerged as a driving force for the ILT’s success and will play a sustainable role in the future work of the group. The findings identified the power, benefit, and necessity of the district’s delegation of responsibility to the school’s shared-leadership model. Future transformative work will require formalized support structures to integrate change efforts. This study demonstrated the power of shared-leadership in advancing the evaluation process and for expanding the influence of the collaborative model.
","abstract_html":"<p>A principal may struggle to provide the depth and breadth of expertise required to adequately address the educational leadership demands, particularly in a rural system where oftentimes the principal and staff carry out responsibilities outside their contracted roles. How would a shared-leadership approach promote the staff’s acceptance of the high-stakes, state-mandated educator evaluation system and would the rural context be a significant factor? This dissertation study investigated key actions and supports related to the functions of an Instructional Leadership Team’s (ILTs) implementation of the Massachusetts Framework for Educator Evaluation, referred to in the study as the Educator Evaluation System (EES). This study employed document review, individual and group interviews, and participatory observations to analyze the processes and procedures that supported the ILT’s work integrating the EES in the rural setting. Data were explored through the social capital lens, demonstrating that collective action facilitated the ILT’s agenda. This research suggests that the sense of group responsibility, accountability, and cohesiveness emerged as a driving force for the ILT’s success and will play a sustainable role in the future work of the group. The findings identified the power, benefit, and necessity of the district’s delegation of responsibility to the school’s shared-leadership model. Future transformative work will require formalized support structures to integrate change efforts. This study demonstrated the power of shared-leadership in advancing the evaluation process and for expanding the influence of the collaborative model. </p>","abstract_has_math":false,"creators":["Roberts-Morandi, Kimberly"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Michelle Collay","Ella Benson","Donna Harlan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-06-01T07:00:00Z","date_published":"2015-06-01T07:00:00Z","updated_at":"2026-07-24T05:21:05Z","subjects":["Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/24","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Michelle Collay","Ella Benson","Donna Harlan"]},{"key":"dc:creator","label":"Author","values":["Roberts-Morandi, Kimberly"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-06-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/24"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["A principal may struggle to provide the depth and breadth of expertise required to adequately address the educational leadership demands, particularly in a rural system where oftentimes the principal and staff carry out responsibilities outside their contracted roles. How would a shared-leadership approach promote the staff’s acceptance of the high-stakes, state-mandated educator evaluation system and would the rural context be a significant factor? This dissertation study investigated key actions and supports related to the functions of an Instructional Leadership Team’s (ILTs) implementation of the Massachusetts Framework for Educator Evaluation, referred to in the study as the Educator Evaluation System (EES). This study employed document review, individual and group interviews, and participatory observations to analyze the processes and procedures that supported the ILT’s work integrating the EES in the rural setting. Data were explored through the social capital lens, demonstrating that collective action facilitated the ILT’s agenda. This research suggests that the sense of group responsibility, accountability, and cohesiveness emerged as a driving force for the ILT’s success and will play a sustainable role in the future work of the group. The findings identified the power, benefit, and necessity of the district’s delegation of responsibility to the school’s shared-leadership model. Future transformative work will require formalized support structures to integrate change efforts. This study demonstrated the power of shared-leadership in advancing the evaluation process and for expanding the influence of the collaborative model.
"]},{"key":"dc:title","label":"Title","values":["Leveraging An Instructional Leadership Team To Support Educator Evaluation In A Rural Elementary School"]}]}],"canonical_facts":{"dc:contributor":["Michelle Collay","Ella Benson","Donna Harlan"],"dc:creator":["Roberts-Morandi, Kimberly"],"dc:date.available":["2016-06-17T07:00:00Z"],"dc:description.abstract":["A principal may struggle to provide the depth and breadth of expertise required to adequately address the educational leadership demands, particularly in a rural system where oftentimes the principal and staff carry out responsibilities outside their contracted roles. How would a shared-leadership approach promote the staff’s acceptance of the high-stakes, state-mandated educator evaluation system and would the rural context be a significant factor? This dissertation study investigated key actions and supports related to the functions of an Instructional Leadership Team’s (ILTs) implementation of the Massachusetts Framework for Educator Evaluation, referred to in the study as the Educator Evaluation System (EES). This study employed document review, individual and group interviews, and participatory observations to analyze the processes and procedures that supported the ILT’s work integrating the EES in the rural setting. Data were explored through the social capital lens, demonstrating that collective action facilitated the ILT’s agenda. This research suggests that the sense of group responsibility, accountability, and cohesiveness emerged as a driving force for the ILT’s success and will play a sustainable role in the future work of the group. The findings identified the power, benefit, and necessity of the district’s delegation of responsibility to the school’s shared-leadership model. Future transformative work will require formalized support structures to integrate change efforts. This study demonstrated the power of shared-leadership in advancing the evaluation process and for expanding the influence of the collaborative model.
"],"dc:identifier":["https://dune.une.edu/theses/24"],"dc:subject":["Educational Leadership"],"dc:title":["Leveraging An Instructional Leadership Team To Support Educator Evaluation In A Rural Elementary School"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:05Z"}