The feedback intervention improved principal leadership, raising teacher-principal trust in Year 1 and both instructional leadership and trust in Year 2¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Year 1, treatment principals scored 3.18 versus 2.96 on the 5-point teacher-principal trust scale, an improvement index of 10 percentile points. → Garet 2017 q3 i? In Year 2 there were statistically significant positive impacts on both instructional leadership (0.14 points) and teacher-principal trust (0.15 points). → Garet 2017 (2)

Evidence¶

Garet 2017¶

Garet, M.S., Wayne, A.J., Brown, S., Rickles, J., Song, M., and Manzeske, D. (2017). The Impact of Providing Performance Feedback to Teachers and Principals, Executive Summary (NCEE 2018-4000). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q3 · i? · causal · r2

Teacher survey ratings of principal leadership (CCSR-based scales) in 63 treatment and 64 control schools, analyzed with two-level regression controlling for random assignment blocks and teacher background. The 0.22-point difference corresponds to "an improvement index of 10 percentile points".

"In Year 1, treatment principals, on average, received a score of 3.18 on the 5-point teacher-principal trust scale, compared with 2.96 for control principals."

Garet 2017 (2)¶

Garet, M.S., Wayne, A.J., Brown, S., Rickles, J., Song, M., and Manzeske, D. (2017). The Impact of Providing Performance Feedback to Teachers and Principals, Executive Summary (NCEE 2018-4000). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q3 · i? · causal · r2

Year 2 teacher survey ratings showed statistically significant impacts on both leadership measures; the article notes the magnitudes "did not statistically differ in the two years".

"In Year 2, there were positive impacts on both instructional leadership (0.14 points) and teacher-principal trust (0.15 points)."

Discussion¶

Related Claims¶

• The performance feedback intervention positively impacted both examined measures of principal leadership, including moving teachers from the 50th to the 60th percentile on teacher-principal trust in Year 1 — possibly the same claim (merge candidate)
• The feedback intervention raised students' mathematics achievement in Year 1 by about four weeks of learning, with a similar but non-significant cumulative effect in Year 2 and no significant reading/ELA effect in either year — related