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¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? At Walton Elementary, teachers perceived the pilot evaluation as subjective because the principal lacked the instructional knowledge to use the Framework well, and many disengaged from the process. → 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

q1 · i? · qualitative · r2

Qualitative case study of Walton Elementary School across two pilot years, drawing on principal and teacher interviews. The case concludes that "the principal's lack of knowledge of the Framework and inability to rate teaching practice led teachers to believe the pilot evaluation was subjective," and many teachers disengaged as a result.

"The principal's lack of knowledge of the Framework and inability to rate teaching practice led teachers to believe the pilot evaluation was subjective."

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
• Fifty-seven percent of principals were highly enthusiastic about the Framework-based evaluation process while 43 percent held mixed to negative attitudes — related
• Actual classroom observation practice often differs from best practice, with principal-teacher perception gaps on measures and observer qualifications — 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