http://worldcat.org/entity/work/id/1912692062

Principal training, efficacy, and behavior in using student achievement data in the teacher evaluation process

The purpose of the study was to determine the extent of use and experience that elementary school principals in Georgia have in analyzing, interpreting, and evaluating student achievement results to evaluate teacher performance. The study included components related to principal behaviors and comfort level surrounding the teacher evaluation process, including the impact of the principal's demographics on appraisal practices. The study, organized through a qualitative methodology, used a closed-ended survey administered to all public elementary school principals in Georgia. Analysis of participants' responses resulted in specific and generalized findings related to principals' self-rated effectiveness and levels of comfort with 16-targeted teacher evaluation qualities. The findings showed that Georgia elementary school principals struggled with effectively using multiple data sources, including student achievement results, when appraising teacher performance. However, results related to the principals' comfort level with this same behavior were not as definitive. The data demonstrated that principals saw their most effective qualities as those statutorily defined by the teacher evaluation process itself. The most notable weaknesses identified by principals were associated with ongoing personal evaluation training and their ability to provide feedback and guidance to improve teacher performance. Other results compared the principals' responses to the behavioral questions to their answers to the principals' demographic questions. Various trends surfaced from looking at the data in this way. Patterns identified with principals' teacher evaluation behaviors related to the principals' age, years of experience, length of time the individual had acquired and maintained a Georgia leadership certificate, and their post-baccalaureate degree level.

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