Principal Evaluation and Development From the Principal's Perspective

• In Event: Leadership Preparation Partnerships, Pedagogy, and Outcomes

Abstract

Since Race To The Top, almost every state has approved legislation introducing new policies around principal evaluation, yet we know little about how these evaluation systems may be improving principal quality. Using a mixed methods research design and leveraging survey and interview data from principals across 25 districts in three states, this paper examines principals’ perceptions of how they are being evaluated. Findings suggest that linking professional development to evaluation outcomes may be a particularly important element that shapes principals’ perceptions of how fair an evaluation system is and its potential to encourage principals to improve their leadership practice. Conversely, principals’ perceptions regarding the consequences of their evaluation system are not related to their perceptions of fairness or impact.

Authors

• Morgaen L. Donaldson, University of Connecticut - Storrs

• Madeline Mavrogordato, Michigan State University

• Peter A. Youngs, University of Virginia

• Shaun Michael Dougherty, Vanderbilt University

• Reem Al Ghanem, University of Connecticut - Storrs