Principal buy-in typology table from the Excellence in Teaching Year 1 exit interviews¶

Element · All elements
Evidence · 4 claims (4 for) · 2 studies (1 qualitative, 1 design), q2 · 0 of 2 report an effect size · 4 claims rest on one study

Description¶

A descriptive typology table produced from exit interviews with 39 principals in the Excellence in Teaching pilot. Each row is a principal type (for example the "Paradigm shift" type) characterized across columns for framework conferences, evaluation attitudes, description of teacher buy-in, changes in practice, and severity, with shares reported as a percentage of the 39 interviewed principals. The paradigm-shift row records mostly positive attitudes, high buy-in described as a paradigm shift, and high influence on instructional grouping, assessment, planning, and general instructional practice.

Design Implications¶

Context¶

Requirements¶

• Exit interviews with school principals after the pilot's evaluation cycles, sufficient to classify each principal into a buy-in type with recorded attitudes and practice changes

Constraints¶

• The typology reflects self-reported Year 1 perceptions of principals in the pilot schools and does not constitute a measured effect

Target Learners¶

• Elementary school principals in Chicago Public Schools

Target Learning Goals¶

• Understanding principal buy-in to a new instructional evaluation system and its reported influence on instructional practice

Claims¶

• The buy-in typology was derived from 39 interviewed principals, whose evaluation attitudes in the table are described as mostly positive [+W]
• 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 [+W]
• 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 [+W]
• Fifty-seven percent of principals were highly enthusiastic about the Framework-based evaluation process while 43 percent held mixed to negative attitudes [+W]

Related Elements¶

• Excellence in Teaching Project (EITP): Danielson Framework-based principal observation and conferencing system
• Charlotte Danielson Framework for Teaching as a classroom-observation evaluation tool

Examples¶

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Key Sources¶

• Excellence in Teaching: Year 1 Report on the Pilot in the Chicago Public Schools (working draft, not for citation without author permission). (2006). University of Chicago Urban Education Institute / Consortium on Chicago School Research. https://uei.uchicago.edu