Support school leaders in low-satisfaction schools to develop coaching skills and implement evaluations in ways that encourage instructional improvement¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because teacher satisfaction with evaluation varies widely across schools, the researchers recommend targeting leadership support. As Lauren Sartain states, "In schools where teachers are largely unsatisfied with the evaluation process, school leaders may need support to develop their coaching skills and to implement evaluations in a way that encourages instructional improvement." Districts should direct coaching development to leaders of schools with low evaluation satisfaction.

Design Implications¶

Context¶

Requirements¶

• School leaders must be willing to implement evaluations in ways that encourage instructional improvement

Constraints¶

• The recommendation rests on cross-school satisfaction patterns in one district; the article does not test an intervention

Target Learners¶

• school leaders and administrators in K-12 schools

Target Learning Goals¶

• improving the quality of evaluation feedback and coaching for teacher instructional growth

Related Strategies¶

• Provide administrators training and support in coaching and delivering useful feedback
• School and district leaders' recommendations for implementing effective classroom coaching programs

Examples¶

-

Key Sources¶

• Sartain, L., Zou, A., Gutiérrez, V., Shyjka, A., Hinton, E., Brown, E.R., & Easton, J.Q. (2020). Teacher Evaluation in CPS: Perceptions of REACH Implementation, Five Years In. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu