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¶
Claim · All claims
Evidence · 1 study · causalr3·q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The intervention had a positive impact on instructional leadership and teacher-principal trust, the two principal leadership measures examined. → Garet 2017
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 (NCEE 2018-4001). 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 · r3
Impact analysis of principal leadership outcomes in the multi-district randomized experiment; the executive summary reports positive impacts on instructional leadership and teacher-principal trust, citing the "50th to the 60th percentile" shift on trust in Year 1.
"The intervention also had a positive impact on the two measures of principal leadership examined—instructional leadership and teacher-principal trust—moving teachers from the 50th to the 60th percentile on teacher-principal trust in Year 1, for example."
Discussion¶
Related Claims¶
- The feedback intervention improved principal leadership, raising teacher-principal trust in Year 1 and both instructional leadership and trust in Year 2 — possibly the same claim (merge candidate)
- A two-year performance feedback intervention improved teachers' classroom practice on one of two observation rubrics (50th to 57th percentile) but had no impact on practice as measured by the other rubric — related
- The feedback intervention improved teachers' classroom practice as measured by the CLASS rubric (50th to 57th percentile) but had no statistically significant impact on practice measured by the FFT rubric — related
Page metadata
| Field | Value |
|---|---|
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review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
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