teacher evaluation comments for principals

"I think that was a big frustration for a lot of principals." But at the same time, they have created monumental time-management challenges for principals that could lead to turnover and burnout.That's according to a new paper published online last month in the Elementary School Journal, in which researchers from North Carolina State University, the University of Michigan, and Vanderbilt University examined how multiple-measure teacher evaluations adopted as a result of the Obama administration's Race To The Top competitive grant program—and still largely in place in many states—have redefined the principal's role.Based on interviews with principals in six urban districts that began using new teacher-evaluation systems, the researchers found that principals were spending more time in classrooms and had better direction on what evidence to look for when they were there.Evidence of good teaching was standardized across those districts, and the principals said they were getting more concrete and "objective" data from the new systems that they could use to have meaningful conversations with teachers about their performance, what they needed to do to improve, and even to make decisions about retaining or firing teachers, according to the paper.But the systems were also time-consuming, the researchers wrote.While evaluation systems varied across states, some required principals to have pre-conference meetings with teachers, conduct multiple observations annually, script entire lessons they observed, compare what they heard and saw with an evidence-based rubric, enter data into a district database, and again meet with teachers to review the observations. "I like the structure of teachers going into other teachers' classrooms to see practice because it's a less threatening than having an administrator come in and watch you," he said.George also supports the idea of districts hiring teams to run a building or having one staffer dedicated to conducting evaluations. The priority is helping teachers become better. "The evaluation process needs to be an ongoing process. Some said they felt they were less visible in their buildings as a result of the time required to complete the evaluations. "It gives us an excellent focus for the conversation," she said about the rubric. Some districts have also added a staff person to conduct the evaluation, he said.For John George, the principal at Dexter McCarty Middle School in the Gresham-Barlow district near Portland, Ore., evaluations have been a sea change. "Lisa Hilberg, the principal of Wilson Elementary School in Alpena, Mich., has mixed feelings about the teacher evaluations she must do.She wants to be trusted to use the rubric—a kind of score card of skills and attributes that teachers must demonstrate—to have conversations with teachers as needed and not be required to document everything during observation sessions.

As one principal noted, "The thing I like about the framework is that it actually makes you … In a 2013 survey, the National Association of Elementary School Principals and the National Association of Secondary School Principals found that completing a single, "substantive" teacher evaluation can take 11-15 hours of a principal's time over a school year.The associations have called for additional and better training for principals and more time for them to have coaching sessions with teachers.
"Mentoring, coaching, suggesting, and guiding are all part of my job." And one way he's tried to keep good relationships with teachers is to invite them to give feedback on his job performance. Of course some principals are better at this "Rating Game" than others are. Overnight, Grissom said, job expectations changed for principals, without additional support. However, classroom observations take a lot of time.


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