Fifty-seven percent of principals were highly enthusiastic about the Framework-based evaluation process while 43 percent held mixed to negative attitudes¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2010 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Fifty-seven percent of principals had positive attitudes about the Framework and their conferences with teachers, perceived teacher buy-in as high, and saw instructional changes resulting from the system; 43 percent held mixed to mostly negative attitudes. → 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

Coding of 39 principal interviews in the year-one qualitative study showed "Fifty-seven percent of principals had positive attitudes about the Framework and their conferences with teachers," while a little less than half (43 percent) were characterized by mixed to mostly negative attitudes about the Framework and the conferences.

"Fifty-seven percent of principals had positive attitudes about the Framework and their conferences with teachers, perceived teacher buy-in as high, and said they saw changes in instructional practice stem from the evaluation system."

Discussion¶

Related Claims¶

• 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 — related
• Principals' attitudes toward and framing of the REACH evaluation system shaped teachers' engagement with the evaluation process — related
• Most CPS teachers and administrators reported the REACH evaluation process improved classroom instruction and student learning — related
• Over half of principals were highly engaged in the new evaluation system, while disengaged principals cited its labor intensity amid simultaneous district initiatives — related
• 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
• The buy-in typology was derived from 39 interviewed principals, whose evaluation attitudes in the table are described as mostly positive — related
• The report classifies interviewed principals into a buy-in typology whose table records framework conferences, evaluation attitudes, description of teacher buy-in, changes in practice, and severity for 39 principals — related
• Principals of the paradigm-shift type reported high buy-in and a paradigm shift, and their reported influence on instructional grouping, assessment, planning, and general instructional practice was rated high — related
• Most principals in EPIC sites have positive attitudes toward EPIC and merit pay in general — related