How Principals Understand and Use Observation Protocols in Teacher Evaluation

• In Event: Accountability Reforms Experienced by Teachers and Administrators

Abstract

This paper presents findings from a large-scale study that investigates how principals learn, understand and apply the observational instruments used to rate instruction in the context of high-stakes teacher evaluation. Specifically, we consider elements of observational protocols that are directly relevant to the Common Core State Standards. Our findings show that even when principals score elements of a lesson the same as other principals, their interpretation of key constructs in the observation instrument are widely divergent and the evidence marshaled in support of their scores also varies widely among principals. We consider the implications for validity and reliability in using such evaluation systems, and how principals’ opportunities to learn might be structured in light of these findings.

Authors

• Jennifer M. Lewis, Wayne State University

• Monica McLeod, Detroit Public Schools

• Courtney A. Bell, ETS

• Nathan Jones, Boston University

• Yi Qi, Educational Testing Service