An interpretive analysis of educator change processes in response to a program innovation: Implications for personnel evaluation

This study employs interpretive analysis methods as a means of probing and elucidating the social and cultural mechanisms that influence the processes of educator change and organizational learning in the context of systemic innovation in personnel performance evaluation. Specifically, the study explores interactive roles and behaviors of educator participants within an initial pilot implementation of one innovative, statewide teacher assessment program. Using interpretive techniques, a descriptive matrix of interactive role metaphors was generated, leading to the formulation of a theory-based typology of educator change process behaviors. Implications of study findings for facilitating teacher change and enhancing organizational learning in schools within a general climate of systemic program innovation and reform are discussed.