Component 8: Evaluating the System

Systematically evaluating the performance of the evaluation model in terms of its goals and results and modifying its structure, processes, or format accordingly assures system efficacy and sustainability. State or federal policy and programs may require states to determine the quality of evaluation system implementation and the impact of system implementation on leaders, schools, and students. Such research can ensure that the evaluation system is technically sound, and therefore legally defensible, especially when evaluation results are intended to influence compensation and personnel decisions. An independent research study also can be effective in gaining stakeholder support for the new evaluation system. Studies can identify the factors that help or hinder system performance. For example, the state and districts will want to know whether:
  • Stakeholders value and understand the system.
  • Student performance has improved.
  • Principal practice has been affected.
  • Principal retention or mobility has improved.
  • School conditions and instructional quality have improved.
  • The system has been implemented with fidelity and integrity.
States have used external and internal review processes to collect and analyze data or a combination of both. Surveys of teachers, administrators, and stakeholders may be valuable for this process. For a more detailed discussion of these topics, see the full downloadable Acrobat version of A Practical Guide to Designing Comprehensive Principal Evaluation Systems.  

Evaluation process

Guiding Questions

Effectiveness outcomes

Guiding Questions

  • Has a process been developed to systematically evaluate the effectiveness of the principal evaluation model?
  • Has the model been piloted or are there plans to pilot the model prior to statewide or districtwide implementation?
  • Is there a plan for securing stakeholder and participant feedback?
  • Will research be conducted in conjunction with implementation to provide validation?
  • Will research be conducted to determine whether there is correlation between growth model scores and observation ratings?
  • How will the state or district assure that evaluation studies are conducted with integrity?
  • Are resources available to conduct an internal or external assessment of the evaluation model?
  • Have outcomes to determine the overall effectiveness of the evaluation system been established?
  • Have the stakeholders identified factors that should be considered in determining whether the evaluation system is effective (e.g., participant satisfaction, improved teacher practice, other improved student outcomes)?
  • Have explicit benchmarks or targets been established to determine the effectiveness of system implementation?
  • How will effectiveness be measured?
  • Has the data infrastructure been established to track data over a period of time to determine teacher and student growth?
  • In review of baseline data, what would be acceptable performance targets?
  • How will fidelity of implementation be measured?
  • Will data be collected on principal effectiveness to determine whether effective principals are and remain equally distributed throughout the state in high-performing and low-performing schools?

 

District-Level Principal Performance Management Scorecard

Contact Gretchen Weber at 630-649-6511 for more information about the scorecard. The scorecard will be available online in late May 2012.

The District-Level Principal Performance Management Scorecard provides a snapshot assessment of a district’s current principal evaluation system and can support conversations about strengths, areas of growth, and next steps in development.

State-Level Principal Performance Management Scorecard

Contact Gretchen Weber at 630-649-6511 for more information about the scorecard. The scorecard will be available online in late May 2012.

The State-Level Principal Performance Management Scorecard provides a snapshot assessment of a state’s current principal evaluation system. The scorecard is designed to help initiate conversations as states enter the process of improving their principal evaluation systems.

 

Systematically assessing the evaluation system and its ability to measure teacher performance in a rigorous, meaningful way is an often overlooked step in the evaluation cycle. Currently, there are no examples of districts or states that have begun or completed a systematic evaluation of their principal evaluation systems because many are still in the initial phases of development and/or implementation.

The limited available research on principal evaluation has left many districts implementing principal evaluation systems with little supporting research. Many districts and states have not yet systematically evaluated the effectiveness of the system, conducted research, and modified the structure accordingly to ensure system efficacy; aligned the principal systems with teacher evaluation systems; and addressed issues of sustainability. A comprehensive evaluation would entail a thorough assessment of the various components in principal evaluation including, but not limited to, implementation fidelity, system validity, professional learning effectiveness, improved principal practice, and improved student performance.