The purpose of this phenomenological study is to investigate the experiences of a group of high school administrators in assessing teacher dispositions that are reflected in post observation conferences. It is argued that through a better understanding of the techniques used by these administrators and the way the Danielson Framework for Teaching (FFT) contributes to the success of their methods, more informed decisions about using the FFT for teacher evaluation and supervision may be made by policymakers and teacher/leadership preparation programs.

The qualitative nature of this study allows administrators to share what is important about each of their experiences. Analysis of in-depth interviews and recordings of post observation conferences suggests that the FFT can play a crucial role in how post observation conferences are constructed. Certain teacher dispositions are commonly referred to in the study, especially those that are explicit in the FFT such as teacher reflection, respect and rapport, and culture of learning.

Findings include a discussion of the techniques used by administrators during post conferences to influence teacher dispositions. The most prominent implication of this study is that the theme of democracy as a mode of being operates as an implicit moral ethos within the Danielson framework. Given this association, recommendations related to administrator dispositions and strategies are provided.