How Principal Evaluation Is Associated With Principals' Leadership Practices

• In Event: 18.059 - MTCC Roundtable Session Three
  In Roundtable Session: 18.059-1 - Challenges in Evaluating Principals, Teachers, and Students

Abstract

While there is strong evidence of the importance of learning-centered leadership (LCL) for student learning and school performance, it is less clear how school district policy can contribute to effective leadership practices among principals. This paper examines associations between district principal evaluation and principals’ leadership practices by analyzing survey data from elementary and middle school principals and teachers from 90 schools in Connecticut, Michigan, and Tennessee. Our analyses indicated that teachers were more likely to report that their principals engaged in LCL when principals reported that their district’s principal evaluation system addressed principals’ ability to support and/or monitor instruction, facilitate a shared vision among school staff, and set high expectations and goals for students and staff.

Authors

• Morgaen L. Donaldson, University of Connecticut - Storrs

• Madeline Mavrogordato, Michigan State University

• Peter A. Youngs, University of Virginia

• Shaun Michael Dougherty, Vanderbilt University