Evaluating School Principals: Supervisor Ratings of Principal Practice and Principal Job Performance

Jason A. Grissom, Richard S.L. Blissett, Hajime Mitani

    Research output: Contribution to journalArticlepeer-review

    12 Scopus citations

    Abstract

    Numerous studies investigate high-stakes personnel evaluation systems in education, but nearly all focus on evaluation of teachers. We instead examine the evaluation of school principals at scale using data from the first 4 years of implementation of Tennessee’s multiple-measure administrator evaluation system. We focus specifically on the rubric-based practice ratings given by principals’ supervisors that constitute one half of principals’ overall evaluation scores. We find that supervisors’ ratings are internally consistent, relatively stable over time, and predictive of other performance measures, such as student achievement growth and teachers’ ratings of school leadership quality. However, raters fail to differentiate dimensions of principal practice, and ratings may be biased by factors, such as school poverty, outside the principal’s control.

    Original languageEnglish (US)
    Pages (from-to)446-472
    Number of pages27
    JournalEducational Evaluation and Policy Analysis
    Volume40
    Issue number3
    DOIs
    StatePublished - Sep 1 2018

    All Science Journal Classification (ASJC) codes

    • Education

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