Principal-teacher conferences were perceived as more reflective and objective than past evaluations, but many principals lacked the instructional coaching skills for deep discussions of practice¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Principals and teachers reported conferences were more reflective, objective, and instructionally focused than in the past, yet many principals lacked coaching skills for deep practice discussions. → Sartain 2011

Evidence¶

Sartain 2011¶

Sartain, L., Stoelinga, S. R., & Brown, E. R., with Luppescu, S., Kapadia Matsko, K., Miller, F. K., Durwood, C. E., Jiang, J. Y., & Glazer, D. (2011). Rethinking Teacher Evaluation in Chicago: Lessons Learned from Classroom Observations, Principal-Teacher Conferences, and District Implementation. Consortium on Chicago School Research at the University of Chicago. https://consortium.uchicago.edu/publications/rethinking-teacher-evaluation-chicago-lessons-learned-classroom-observations-principal

q2 · i? · qualitative · r2

Qualitative findings from principal interviews, focus groups, and case studies in eight pilot elementary schools. Participants said conferences were "more reflective and objective than in the past," but the study found "many principals lack the instructional coaching skills required to have deep discussions about teaching practice."

"Principals and teachers said that conferences were more reflective and objective than in the past and were focused on instructional practice and improvement. However, many principals lack the instructional coaching skills required to have deep discussions about teaching practice."

Discussion¶

Related Claims¶

• Teacher coaching programs improve teachers' instructional practice by a pooled 0.49 SD across 43 causal studies — the general claim this finding bears on, with the studies behind it
• In one case-study school, a principal's lack of Framework knowledge and inability to rate practice led teachers to perceive the new evaluation as subjective, undermining buy-in — related
• Fifty-seven percent of principals were highly enthusiastic about the Framework-based evaluation process while 43 percent held mixed to negative attitudes — related
• Teachers and principals report REACH is changing teaching practice and improving communication and collaboration — related
• Principals were far more likely than trained external observers to rate the same instruction Distinguished rather than Proficient — related
• Instructionally focused TPE implementation is seen as more valuable, while compliance-driven implementation increases teacher stress — related
• Principals' attitudes toward and framing of the REACH evaluation system shaped teachers' engagement with the evaluation process — related