Principals rated some instruction components inconsistently, rating communicating with students, using assessment in instruction, and organizing physical space lower than observers, and student engagement higher¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2013: tool and model accuracy changes quickly

Subclaims¶

q2 i? On three components principals consistently gave lower ratings than external observers (communicating with students, using assessment in instruction, organizing physical space), while on engaging students in learning they consistently assigned higher ratings. → Lauren Sartain 2010

Evidence¶

Lauren Sartain 2010¶

Lauren Sartain, Sara Ray Stoelinga, and Emily Krone. (2010). Findings From the First Year of the Excellence in Teaching Project in Chicago Public Schools: Rethinking Teacher Evaluation. Consortium on Chicago School Research, University of Chicago. http://ccsr.uchicago.edu/publications/Joyce_TE_yr1_finaldoc.pdf

q2 · i? · design · r2

Matched-observation analysis in the year-one pilot found four challenging components: "Principals rated the following areas of teaching lower: communicating with students, using assessment in instruction, and organizing physical space," and were more likely to rate teachers higher on student engagement in learning than observers.

"Principals rated the following areas of teaching lower: communicating with students, using assessment in instruction, and organizing physical space."

Discussion¶

Related Claims¶

• Principals and trained external observers gave aggregate-consistent Danielson Framework ratings in matched observations — related
• Principals were far more likely than trained external observers to rate the same instruction Distinguished rather than Proficient — reports the opposite
• Principals rated teaching practice reliably at the low and middle ends of the rating scale, and most principals' severity matched trained observers — related
• Principals inflated ratings at the high end of the scale, more often identifying instruction as distinguished than observers — reports the opposite
• Differences between principal and observer ratings at the high end of the scale were explained largely by teachers' previous evaluation ratings — related