Over half of principals were highly engaged in the new evaluation system, while disengaged principals cited its labor intensity amid simultaneous district initiatives¶

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

Subclaims¶

q2 i? More than half of principals were highly engaged in the pilot; unengaged principals tended to attribute this to the system being too labor intensive given concurrent district initiatives. → 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 · r?

Findings from interviews with the first cohort of pilot principals about implementation. The study reports "Over half of principals were highly engaged in the new evaluation system," while unengaged principals "tended to say that it was too labor intensive" given simultaneous district initiatives.

"Over half of principals were highly engaged in the new evaluation system. Principals who were not engaged in the new evaluation system tended to say that it was too labor intensive given the numerous district initiatives being simultaneously implemented in their schools."

Discussion¶

Related Claims¶

• Fifty-seven percent of principals were highly enthusiastic about the Framework-based evaluation process while 43 percent held mixed to negative attitudes — related
• Districts implementing new teacher evaluation systems faced challenges reducing the burden on principals — related
• Districts implementing new teacher evaluation systems faced challenges using evaluations for instructional improvement — 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
• Principals' attitudes toward and framing of the REACH evaluation system shaped teachers' engagement with the evaluation process — related