Leading via teacher evaluation: The case of the missing clothes?

Over the last decade, teacher evaluation has moved onto center stage in efforts to strengthen schooling. In this article, we address the question of whether focusing on this administrative process is likely to accomplish what reformers hope. We answer that question by examining the available evidence, both direct and indirect. We deepen the empirical narrative that emerges there by highlighting workplace norms and conditions of work in schools. Copyright © 2013 AERA.