Assessing the Promise of Standards-Based Performance Evaluation for Principals: Results from a Randomized Trial

Kimball, Steven M.; Milanowski, Anthony; McKinney, Sarah A.

doi:10.1080/15700760802416099

Cited by 15 publications

(21 citation statements)

References 5 publications

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“…Another salient practice in new principal evaluation systems is frequent feedback provided by the principal's supervisor. Under traditional approaches to principal evaluation, experienced school leaders were rarely assessed and seldom received feedback that could enhance their leadership (Reeves 2005;Kimball, Milanowski, and McKinney 2009). The infrequent nature of principal evaluation also meant that it did little to facilitate leadership improvement or hold school leaders accountable for their performance, including decisions about promotion or dismissal.…”

Section: Process Of Evaluationmentioning

confidence: 99%

Principal Evaluation under the Elementary and Secondary Every Student Succeeds Act: A Comprehensive Policy Review

Donaldson

Mavrogordato

Dougherty

et al. 2021

Education Finance and Policy

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A growing body of research recognizes the critical role of the school principal, demonstrating that school principals’ effects on student outcomes are second only to those of teachers. Yet policy makers have often paid little attention to principals, choosing instead to focus policy reform on teachers. In the last decade, this pattern has shifted somewhat. Federal policies such as Race to the Top (RTTT) and Elementary and Secondary Education Act waivers emphasized principal quality and prompted many states to overhaul principal evaluation as a means to develop principals’ leadership practices and hold them accountable for the performance of their schools. The development and dissemination of principal evaluation policies has proceeded rapidly, however, it is unclear whether focusing on principal evaluation has targeted the most impactful policy lever. In this policy brief, we describe where policy makers have placed their bets in post-RTTT principal evaluation systems and comment on the wisdom of these wagers. We describe the degree to which principal evaluation components, processes, and consequences vary across the fifty states and the District of Columbia, and review evidence on which aspects of principal evaluation policies are most likely to improve principals’ practice and hold them accountable.

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Section: Process Of Evaluationmentioning

confidence: 99%

Principal Evaluation under the Elementary and Secondary Every Student Succeeds Act: A Comprehensive Policy Review

Donaldson

Mavrogordato

Dougherty

et al. 2021

Education Finance and Policy

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show abstract

“…Even though many principals prefer a standards-based evaluation system that adequately encompasses performance indicators of administration and leadership beyond students' academic performance (Kimball, Milanowski, & McKinney, 2009), current efforts in principal evaluation often center around the position that "the largest single factor in principal evaluations should be school-level student outcomes" (Students First, 2011, p. 7). As an inventory for principals, the instrument, Datainformed Decision-making on High-impact Strategies, is designed to measure the degree to which principals engage in data-informed decision-making on high-impact strategies that are empirically associated with higher student achievement (Shen, Cooley, Ma, Reeves, Burt, Rainey, & Yuan, 2012).…”

Section: The Instrumentmentioning

confidence: 99%

Measuring Principals’ Data-Informed Decision-Making on High-Impact Strategies

Shen

Cooley

et al. 2016

Journal of School Leadership

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We collected data from 691 teachers from 139 schools in Michigan to validate the instrument titled Data-informed Decision-making on High-impact Strategies, designed based on Marzano's (2003) 11 high-impact strategies. Results of confirmatory factor analysis strongly supported the 11-factor model as the most valid approach to measure teachers' perceptions of their principals' data-informed decision-making on high-impact strategies for the improvement of student achievement. According to Marzano's (2003) framework, the 11 factors fall into three categories of higher-order principal leadership concerning schools, teachers, and students. The higher-order-factor model came quite close to the 11-factor model in terms of model-data-fit so that the instrument could be used with satisfactory construct validity in the research of higher-order principal leadership. The scale property analysis showed favorable results for the 11-factor model and the higher-order-factor model. Implications of the results are discussed.

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“…Throughout the review of literature on principal evaluation, a common theme was discovered—there is a lack of research on the topic of principal evaluation (Clifford & Ross, 2012; Davis, Kearney, Sanders, Thomas, & Leon, 2011; Goldring et al, 2009; Kimball, Milanowski, & McKinney, 2009). The lack of empirical research is noted in the existing literature regardless of whether or not the topic is focused on the background of principal evaluation, use of the ISLLC standards in evaluation, existing evaluation systems and assessment tools, the effects of RTTT on principal evaluation, or performance-based principal evaluation.…”

Section: Review Of Literaturementioning

confidence: 99%

A Study of How Secondary School Principals in Minnesota Perceive the Evaluation of Their Performance

Muenich

2014

NASSP Bulletin

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The purpose for this study was to ascertain the perceptions principals of public secondary schools in Minnesota have in relation to the evaluation of their job performance. Responding principals reported that past evaluations have been fair and consistent but have questioned their value with regard to professional growth. When asked if student achievement data should be included in the evaluation process, 88.7% of respondents agreed. However, when asked if the inclusion of student achievement data should make up 35% of their performance rating as mandated by state statute, 75.8% of respondents supported a lower percentage.

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Assessing the Promise of Standards-Based Performance Evaluation for Principals: Results from a Randomized Trial

Cited by 15 publications

References 5 publications

Principal Evaluation under the Elementary and Secondary Every Student Succeeds Act: A Comprehensive Policy Review

Principal Evaluation under the Elementary and Secondary Every Student Succeeds Act: A Comprehensive Policy Review

Measuring Principals’ Data-Informed Decision-Making on High-Impact Strategies

A Study of How Secondary School Principals in Minnesota Perceive the Evaluation of Their Performance

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