This case presents a realistic scenario of what occurs when the intents of instructional supervision and evaluation are at odds with one another; when supervision and growth opportunities do not reflect the needs of teachers (e.g., first-year); when the actions of the principal come to the attention of the superintendent and the union; and, when a coherent plan of working with teachers is absent. The dilemmas associated with the principal’s role as both supervisor and evaluator are critical ones to investigate.
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