The DOI matches its Crossref record; 86 of the 86 references it cites were found in a registry or an index; 3 of the 25 sources its claims cite were checked for support.
Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences
Open accessAbstract
Purpose: New teacher evaluation systems have expanded the role of principals as instructional leaders, but little is known about principals’ ability to promote teacher development through the evaluation process. We conducted a case study of principals’ perspectives on evaluation and their experiences implementing observation and feedback cycles to better understand whether principals feel as though they are able to promote teacher development as evaluators. Research Method: We conducted interviews with a stratified random sample of 24 principals in an urban district that recently implemented major reforms to its teacher evaluation system. We analyzed these interviews by drafting thematic summaries, coding interview transcripts, creating data-analytic matrices, and writing analytic memos. Findings: We found that the evaluation reforms provided a common framework and language that helped facilitate principals’ feedback conversations with teachers. However, we also found that tasking principals with primary responsibility for conducting evaluations resulted in a variety of unintended consequences which undercut the quality of evaluation feedback they provided. We analyze five broad solutions to these challenges: strategically targeting evaluations, reducing operational responsibilities, providing principal training, hiring instructional coaches, and developing peer evaluation systems. Implications: The quality of feedback teachers receive through the evaluation process depends critically on the time and training evaluators have to provide individualized and actionable feedback. Districts that task principals with primary responsibility for conducting observation and feedback cycles must attend to the many implementation challenges associated with this approach in order for next-generation evaluation systems to successfully promote teacher development.
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Claims the paper makes
66 Own result · 39 Own interpretation · 9 No full text of the sources · 7 Own method · 5 No basis given · 3 Sources not found · 2 Not checked yet · 1 Supported · 1 Supported so far · 1 Partly supported · accuracy not yet measured
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The language used on the rubric was easy for principals and teachers to understand.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Evaluation Reforms Provided an Improved System for Promoting Teacher Development
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: Principals' interview responses accurately reflect their actual views and experiences.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“all principals cited meaningful ways in which the current system was an improvement over the former system.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Evaluation Reforms Provided an Improved System for Promoting Teacher Development
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: Principals' interview responses accurately reflect their actual views and experiences.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For most principals, the common framework about what professional practices the district prioritized and what exemplary practice looked like provided helpful structure for their feedback conversations.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Evaluation Reforms Provided an Improved System for Promoting Teacher Development
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: Principals' interview responses accurately reflect their actual views and experiences.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Nearly 70% of our sample reported that the new evaluation rubric was an important, and positive, improvement to the new evaluation system.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Evaluation Reforms Provided an Improved System for Promoting Teacher Development
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: Principals' interview responses accurately reflect their actual views and experiences.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“all but eight principals cited the increased involvement of teachers in the evaluation process as an important change.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Evaluation Reforms Provided an Improved System for Promoting Teacher Development
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: Principals' interview responses accurately reflect their actual views and experiences.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Expectations for conducting post-observation meetings with teachers also created opportunities for teachers to engage in a productive dialogue about their performance.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Evaluation Reforms Provided an Improved System for Promoting Teacher Development
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: Principals' interview responses accurately reflect their actual views and experiences.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Fourteen principals felt that transitioning from a system of infrequent evaluations with a focus on low-performing teachers to a system where all teachers were evaluated regularly on a detailed rubric had begun to shift the “gotcha” culture around evaluation.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Evaluation Reforms Provided an Improved System for Promoting Teacher Development
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: Principals' interview responses accurately reflect their actual views and experiences.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The transition from binary ratings to a rubric with four performance levels also helped principals to provide more specific feedback as part of the evaluation process.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Evaluation Reforms Provided an Improved System for Promoting Teacher Development
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: Principals' interview responses accurately reflect their actual views and experiences.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Lack of content expertise led many secondary principals to narrow the focus of their evaluation to general instructional practices and strategies.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Implementation Challenges and the Unintended Consequences of Relying on Principals as Evaluators
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Implementation approaches differed substantially even among the majority of principals who viewed improving teachers’ instructional practices as their primary goal of the evaluation process.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Implementation Challenges and the Unintended Consequences of Relying on Principals as Evaluators
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: Principals' interview responses accurately reflect their actual views and experiences.
- Probably not a substantial claim. 35
- It may state two separate claims as one. 22
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“A growing body of research suggests that instructional and content coaches can improve teachers’ practice through sustained observation and feedback cycles (e.g. Allen et al., 2011; Authors, in press).”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Assessing Proposals for Improving Observation and Feedback Cycles
What the sources say
- Partly supportedcites Allen et al., 2011 sourceExperimental — accuracy not yet measured
The Abstract describes a year of coaching in which consultants repeatedly review classroom videos and give teachers feedback, and reports improvements in teacher-student interactions. It calls the approach content-independent, however, so Allen et al. support the point about instructional coaching but not the claim about content coaching. (LLM, conf=0.86)
- Not matchedcites Authors, in press
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Partly supported
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“Although narrowing the scope of feedback may have improved principal’s confidence, it failed to address teachers’ need to develop both their core content knowledge and their pedagogical content knowledge, which have been shown to be central elements of effective instruction particularly in math (Wayne & Youngs, 2003; Hill et al., 2008).”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Implementation Challenges and the Unintended Consequences of Relying on Principals as Evaluators
What the sources say
- Not checked — no full text of the sourcecites Wayne & Youngs, 2003 source
- Supportedcites Hill et al., 2008 source
The citation supports the sentence’s claim about teacher knowledge, not its separate account of principals’ feedback. In the Background section (page unavailable), the paper defines mathematical knowledge for teaching as including both content knowledge and pedagogical content knowledge. Its Conclusion says strong common content knowledge and additional knowledge specific to teaching support rich mathematics instruction. (LLM, conf=0.91)
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
Every source the paper cites for this claim was checked and supports it.
In the paper
“For example, new evidence documents the potential of pairing highly effect teachers to work with their less effective colleagues on specific areas of instructional improvement (Papay, Taylor, Tyler & Laski, 2016).”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Assessing Proposals for Improving Observation and Feedback Cycles
What the sources say
- Supportedcites Papay, Taylor, Tyler & Laski, 2016 source
Section 1.1 (Treatment) describes pairing lower-performing teachers with higher-performing colleagues whose strengths matched specific instructional weaknesses. The Abstract reports improved student test-score growth, with gains concentrated among the target teachers, supporting the claim that this approach has potential. (LLM, conf=0.94)
boostedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These principals felt that ratings based on observable teacher practices catalogued on the rubric elements helped teachers understand why they received certain feedback, making the evaluation process seem less subjective.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Evaluation Reforms Provided an Improved System for Promoting Teacher Development
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: Principals' interview responses accurately reflect their actual views and experiences.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Principals perceived this change as beginning to increase teachers’ willingness to engage with them in the observation and feedback process.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Evaluation Reforms Provided an Improved System for Promoting Teacher Development
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Rests on an assumption: Principals' reports about teachers' attitudes and reactions accurately represent teachers' actual attitudes.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, five principals characterized the current evaluation process as “still very formal” and teachers as being “a little bit edgy” and “still very paranoid” even though these principals all described their evaluation efforts as focused on professional growth.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Evaluation Reforms Provided an Improved System for Promoting Teacher Development
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Rests on an assumption: Principals' interview responses accurately reflect their actual views and experiences.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“At the time, principals had not received any training on how to manage their time to complete all observations or how to engage in productive feedback conversations.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Implementation Challenges and the Unintended Consequences of Relying on Principals as Evaluators
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In addition to assigning accurate ratings, there was a critical “human component,” as one principal described it, that they had to learn on their own.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Implementation Challenges and the Unintended Consequences of Relying on Principals as Evaluators
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A high school principal with previous experience as a non-profit manager explained how principals were now expected to know how to teach adults as well as children.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Implementation Challenges and the Unintended Consequences of Relying on Principals as Evaluators
plainSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, four of the administrators we spoke with explained that they used the evaluation system to support the vast majority of teachers to improve their practice, but also highlighted the importance of dismissing teachers who were ineffective educators.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Implementation Challenges and the Unintended Consequences of Relying on Principals as Evaluators
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Rests on an assumption: Principals' interview responses accurately reflect their actual views and experiences.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Several principals saw the need for coaches who were content experts to supplement the general instructional feedback they could provide.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Assessing Proposals for Improving Observation and Feedback Cycles
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Two different principals suggested they could not work with more than a dozen teachers at a time and be expected to make any real difference in teachers’ practices.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Assessing Proposals for Improving Observation and Feedback Cycles
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“One veteran principal we spoke with found that the demands of the new evaluation system meant that he “could not spend a lot of time coaching.” He described how instead, he hired full-time instructional coaches to work closely with his teachers.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Assessing Proposals for Improving Observation and Feedback Cycles
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, these principals suggested that many more of their peers would “shy away from difficult conversations.””
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Implementation Challenges and the Unintended Consequences of Relying on Principals as Evaluators
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We also found that principals’ views on what the evaluation system should be used for did not always align with how the district articulated the purpose of the system or how principals felt teachers perceived the system.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Implementation Challenges and the Unintended Consequences of Relying on Principals as Evaluators
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: Principals' interview responses accurately reflect their actual views and experiences.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For principals who transitioned into administration directly from the classroom, the only option was “learning when you get into the job,” as one principal explained.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Implementation Challenges and the Unintended Consequences of Relying on Principals as Evaluators
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“While some principals saw these situations as opportunities to talk about how teachers could further enhance their practice, not all principals were prepared to navigate these conversations.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Implementation Challenges and the Unintended Consequences of Relying on Principals as Evaluators
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These administrators lack of an “instructional lens” meant they gave “very different evaluation responses” than other member of her team.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Implementation Challenges and the Unintended Consequences of Relying on Principals as Evaluators
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Many of these principals emphasized the value of providing teachers with opportunities to observe and learn from their peers.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Assessing Proposals for Improving Observation and Feedback Cycles
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“They described how teacher buy-in and investment in the improvement process were essential to its success.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Conclusion
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Twelve principals we spoke with suggested that peer observation and feedback systems held more promise for promoting professional growth than relying on principals to provide evaluation feedback.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Assessing Proposals for Improving Observation and Feedback Cycles
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Principals’ perceived that teachers were becoming more involved in the evaluation process and that the culture around evaluation was beginning to shift towards a focus on professional growth.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Conclusion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As intended by the district, teachers were becoming more involved and the culture around evaluation was beginning to focus on professional growth.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Evaluation Reforms Provided an Improved System for Promoting Teacher Development
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The district's messaging accurately reflects the district's actual intent for the evaluation system.
In the paper
“We used a semi-structured protocol (see Appendix A) to ensure that each interview touched upon a common set of topics and reduced interviewer effects and bias (Patton, 2001).”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Research Methods > Data Collection and Analysis
What the sources say
- Not matchedcites Patton, 2001
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Each author then conducted a trial coding process with two transcripts, reviewed the other’s initial coding, and debriefed about coding discrepancies and common themes that were not included in our initial set of codes. This peer-review process served to calibrate our coding approach and revealed how some of our original codes were too narrowly focused.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Research Methods > Data Collection and Analysis
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“We find no statistically significant differences across any measures, strong evidence that our sample is broadly representative of the district as a whole.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Research Methods > Sample
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: Principals' interview responses accurately reflect their actual views and experiences.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Once the evidence on each theme was organized into an extended analytic memo, we returned to the interview transcripts to search for disconfirming evidence and counterexamples.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Research Methods > Data Collection and Analysis
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Teachers were recognized for their expertise and actively engaged in the evaluation process, which may have led them to take more ownership of the evaluation process and promote professional growth.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Evaluation Reforms Provided an Improved System for Promoting Teacher Development
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The process of evaluating teachers in a way that supported their professional growth required principals to rate teachers accurately and have direct conversations about what and how a teacher needed to improve.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Implementation Challenges and the Unintended Consequences of Relying on Principals as Evaluators
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: Accurate evaluation ratings are critical for any evaluation system and are a necessary precursor for productive conversations with teachers about professional improvement.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Evaluations of SAM programs found that principals gained nearly an hour a day to focus on instruction (Turnball et al., 2009), but small to no effects on student achievement (Turnball, White, and Arcaira, 2010).”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Assessing Proposals for Improving Observation and Feedback Cycles
What the sources say
- Not matchedcites Turnball et al., 2009
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Turnball, White, and Arcaira, 2010
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Only high-quality training on how to conduct observation and feedback cycles would address principals’ limited expertise.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Assessing Proposals for Improving Observation and Feedback Cycles
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Teachers may perceive evaluations as a process for collecting evidence to justify dismissals and be unwilling to openly recognize their weakness and engage in the improvement process.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Assessing Proposals for Improving Observation and Feedback Cycles
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These choices affected the evaluation experience of teachers in their schools, and may even impact the degree to which the culture around teacher evaluation changes in the district as a whole.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Implementation Challenges and the Unintended Consequences of Relying on Principals as Evaluators
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Moving towards more task specialization among administrators is promising given the increasing demands on principals to be expert instructional leaders and the core importance of operations management.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Assessing Proposals for Improving Observation and Feedback Cycles
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A system where coaches work across schools would allow districts to better match teachers to experts in their particular area in need of improvement.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Assessing Proposals for Improving Observation and Feedback Cycles
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Requiring all teachers to participate equally in a rigorous evaluation process sends a strong signal that the process is not exclusively focused on dismissal.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Assessing Proposals for Improving Observation and Feedback Cycles
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Content experts would also be well prepared to rate and provide teachers feedback based on content-specific observation rubrics such as the MQI or the PLATO (Kane et al., 2014).”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Assessing Proposals for Improving Observation and Feedback Cycles
What the sources say
- Not checked — no full text of the sourcecites Kane et al., 2014
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Providing better training to principals is an intuitive solution, but little is known about the content and efficacy of such training programs (Peterson, 2002).”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Assessing Proposals for Improving Observation and Feedback Cycles
What the sources say
- Not checked — no full text of the sourcecites Peterson, 2002 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Principals’ own perspectives on evaluation directly shaped how they chose to implement the evaluation system, and ultimately, how teachers experienced the evaluation process.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Implementation Challenges and the Unintended Consequences of Relying on Principals as Evaluators
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“Decades of research by Anthony Bryk and his colleagues (Bryk & Schneider, 2002; Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010) have demonstrated the key role of relational trust between administrators and teachers engaged in improvement processes.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Implementation Challenges and the Unintended Consequences of Relying on Principals as Evaluators
What the sources say
- Not checked — no full text of the sourcecites Bryk & Schneider, 2002
- Not checked — no full text of the sourcecites Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Principals were required to accurately differentiate teachers on a four point scale, support their ratings with low-inference evidence, communicate these ratings effectively, and prescribe specific, actionable feedback for teachers on how to improve.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Implementation Challenges and the Unintended Consequences of Relying on Principals as Evaluators
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“PAR can increase teachers’ impact on students achievement (Taylor & Tyler, 2012) and can be cost effective (Papay & Johnson, 2012), but requires effective labor-management cooperation as Hillsborough County Public School’s decision to scrap its established peer evaluation system illustrates (Sokol, 2015).”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Assessing Proposals for Improving Observation and Feedback Cycles
What the sources say
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The remaking of teacher evaluation systems across U.S. public schools has the potential to promote teacher improvement on a large scale.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Conclusion
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Our findings also highlight the increasing need to develop principals’ skills as evaluators and instructional leaders as part of their graduate training and certification programs.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Conclusion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Furthermore, principals were responsible for assigning overall evaluation ratings whereas in most states summative ratings are calculated from a weighted sum of multiple performance measures.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Conclusion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“An effective training and support program for evaluators could help them to better manage their time and maximize the impact of their evaluation feedback.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Conclusion
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Delivering on this promise will depend, in large part, on how these reforms are implemented on the ground by administrators and educators.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Conclusion
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“The literature on distributed leadership provides examples of how principal could empower their staff to assume responsibilities for instructional leadership and development (Camburn, Rowan, & Taylor, 2003; Leithwood et al., 2007; Spillane, Halverson, & Diamond, 2001).”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Findings > Assessing Proposals for Improving Observation and Feedback Cycles
What the sources say
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Principals’ perspectives will vary depending on the design of the evaluation systems adopted in their districts and the specific stage of implementation.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Conclusion
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper relies on this without support.
Principals' interview responses accurately reflect their actual views and experiences.
“These interviews gave principals the opportunity to share their perspectives about teacher evaluation as well as their experiences implementing the districts’ former and current evaluation systems.”
The paper relies on this without support.
The first year of district-wide implementation is a sufficient period for principals to report stable views and experiences of the new evaluation system.
“the summer after the first year the new evaluation system was implemented district-wide.”
The paper relies on this without support.
Principals' reports about teachers' attitudes and reactions accurately represent teachers' actual attitudes.
“Principals perceived this change as beginning to increase teachers’ willingness to engage with them in the observation and feedback process.”
The paper relies on this without support.
The district's messaging accurately reflects the district's actual intent for the evaluation system.
“This common viewpoint was aligned with the district’s messaging of the primary purpose of the new evaluation system.”
The paper relies on this without support.
The interviewed principals' self-reports accurately represent their views and experiences.
“Our interviews also suggested that some principals may have avoided difficult conversations with teachers about their weaknesses and, instead, focused on reinforcing the things that were going well in the classroom.”
The paper relies on this without support.
Accurate evaluation ratings are critical for any evaluation system and are a necessary precursor for productive conversations with teachers about professional improvement.
“Accurate evaluation ratings are critical for any evaluation system, but are also a necessary precursor for engaging in a productive conversation with teachers about professional improvement.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
“At nine of the smallest schools in our sample, principals were the only evaluators. Principals at nine other medium-sized schools had one or two other administrators who also conducted evaluations, while the five largest middle and high schools had 3 to 9 additional evaluators.”
§ Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences > Research Methods > Sample
Reported 24 · recomputed 23
Citations
Cites
Qualitative Data Analysis: An Expanded Sourcebook
(1994) · Journal of Environmental Psychology · doi:10.1016/s0272-4944(05)80231-2 · Cited by 48,420 · cited 1×
“We coded interview transcripts for central concepts (Strauss & Corbin, 1998) using a hybrid approach to developing codes (Miles & Huberman, 1994).”
Qualitative research and evaluation methods
Patton, M. Q. (1980) · Cited by 35,637
Basics of Qualitative Research: Grounded Theory Procedures and Techniques.
Ellis, C., Strauss, A., & Corbin, J. M. (1992) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2074814 · Cited by 29,296
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What Makes Professional Development Effective? Results From a National Sample of Teachers
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001) · American Educational Research Journal · doi:10.3102/00028312038004915 · Cited by 5,047
Teachers, Schools, and Academic Achievement
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005) · Econometrica · doi:10.1111/j.1468-0262.2005.00584.x · Cited by 4,501
Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008) · Educational Administration Quarterly · doi:10.1177/0013161x08321509 · Cited by 2,549
The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data
Rockoff, J. E. (2004) · American Economic Review · doi:10.1257/0002828041302244 · Cited by 2,432 · cited 2×
“These reforms were motivated in large part by research documenting that teachers have large effects on student learning (Rivkin, Hanushek, & Kain, 2005; Rockoff, 2004), and that existing evaluation systems were perfunctory and narrowly focused on compliance (Tucker, 1997; Weisberg et al.”
Qualitative Research Design: An Interactive Approach
Pitman, M. A. (1998) · Anthropology & Education Quarterly · doi:10.1525/aeq.1998.29.4.499 · Cited by 2,404
(2002) · Cited by 2,212
Research works printed but not linked: 9
- Donaldson M. L., 2010, Supporting effective teaching through teacher evaluation: A study of teacher evaluation in five charter schools
- Kane T. J., 2012, Gathering feedback for teaching: Combining high-quality observations with student surveys and achievement gains
- Kraft M. A., Educational Policy
- Lacireno-Paquet N., 2014, How states use student learning objectives in teacher evaluation systems: A review of statewide websites
- Sartain L., 2011, Rethinking teacher evaluation: Lessons learned from observations, principal-teacher conferences, and district implementation
- Steinberg M. P., Education Finance and Policy
- Thomas E., 2010, Newsweek, 155, 24
- Turnball B. J., 2010, Achievement trends in schools with school administration managers (SAMs)
- Waters T., 2003, Balanced leadership: What 30 years of research tells us about the effect of leadership on student achievement
Cited by
Sorted by citations
Items 101–200 of 205
Theory Amid Policy and Practice: A Typology of Theory Use in Educational Leadership Scholarship
Modeste, M. E., Pavlakis, A. E., & Nguyen, C. (2020) · Journal of Research on Leadership Education · doi:10.1177/1942775120941904 · Cited by 7
“In their article, “Can principals promote teacher development as evaluators: A case study of principals’ views and experiences,” Kraft and Gilmour (2016) use a theory of action framework in what we define as ephemeral application.”
BackgroundMethodFrom Fidelity to Integrity: Navigating Flexibility in Scaling Up a Statewide Initiative
Cannata, M. A., Rubin, M., & Neel, M. (2020) · American Journal of Education · doi:10.1086/712085 · Cited by 5
Kelly, S., Pogodzinski, B., & Zhang, Y. (2018) · Handbooks of sociology and social research · doi:10.1007/978-3-319-76694-2_12 · Cited by 9
Purisima, J. K. A. (2025) · International Journal of Research Studies in Education · doi:10.5861/ijrse.2025.25107 · Cited by 4
Customizing Professional Development Opportunities to Teachers’ Needs
Agathangelou, S. A., Hill, H. C., & Charalambous, C. Y. (2024) · The Elementary School Journal · doi:10.1086/728590 · Cited by 5
“On the other hand, school principals may lack the expertise to use certain classroom observation instruments to capture teachers ’ practice accurately, especially for content-speci fi c practices (e.g., Kraft & Gilmour, 2016 ).”
BackgroundThe Effects of Higher-Stakes Teacher Evaluation on Office Disciplinary Referrals
Liebowitz, D. D., Porter, L., & Bragg, D. (2022) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2021.2015496 · Cited by 5
“Given principals’ difficulty in finding time to observe teaching practice (Kraft & Gilmour, 2016), they may use the frequency of teachers’ referral of students to the office as a proxy for their skill in classroom management.”
Duncan, C. P., & Everitt, J. G. (2022) · Symbolic Interaction · doi:10.1002/symb.612 · Cited by 6
Supadi, S., Soraya, E., Muhammad, H., & Halim, N. (2021) · International Journal of Educational Management · doi:10.1108/ijem-08-2020-0408 · Cited by 4
Isniwati, Wahdini, E., & Saleh, M. (2019) · Journal of K6 Education and Management · doi:10.11594/jk6em.02.04.04 · Cited by 4
“Since in normal school system, school principal is the one who conducted the supervision to the teachers, then it is suggested that all principal should be trained so that they can be a good supervisor and evaluator in order to improve the teachers’ professionalism (Kraft & Gilmour, 2016).”
BackgroundSong, Y., Jin, Y., Wang, S., et al. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e39370 · Cited by 3
Kılınç, A. Ç., Savaş, G., Arslan, K., et al. (2025) · European Journal of Education · doi:10.1111/ejed.70132 · Cited by 3
Bahri, S., Wiyono, G., Pujiyati, W., Muspawi, M., & Nasution, I. (2025) · Qualitative Research Journal · doi:10.1108/qrj-07-2025-0223 · Cited by 7
Lane, J. L. (2021) · Leadership and Policy in Schools · doi:10.1080/15700763.2021.1983846 · Cited by 3
“Principals still struggle evaluating teaching outside their content expertise and tend to focus evaluation on general pedagogical practice (Kraft & Gilmour, 2016; Tuytens & Devos, 2017).”
BackgroundInfluentialHunter, S. B. (2022) · Journal of Educational Administration · doi:10.1108/jea-03-2022-0049 · Cited by 3
Leibur, T., & Saks, K. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1639217 · Cited by 9
Improving Teacher Evaluation: Walking the Talk of Standards-Based Grading
Lang, C., & Townsley, M. (2021) · Journal of School Administration Research and Development · doi:10.32674/jsard.v6i2.3419 · Cited by 3
Husain, A. N. (2022) · Leadership and Policy in Schools · doi:10.1080/15700763.2022.2137042 · Cited by 5
“The use of MEs also aligns with prior research that indicates that using principals as primary evaluators may reduce the quality of evaluations because principals may not have instructional expertise across all subjects and grades (Kraft & Gilmour, 2016).”
MethodAgnosticism in instructional observation systems
Kelly, S. (2023) · Education Policy Analysis Archives · doi:10.14507/epaa.31.7493 · Cited by 4
Roberto, A. M. (2023) · Educação & Formação · doi:10.25053/redufor.v8.e10818 · Cited by 3
Mathews, H. M., Stark, K., Jones, N. D., et al. (2023) · Exceptional Children · doi:10.1177/00144029231220311 · Cited by 3
“…about quality (Bell et al., 2018) — we were able to examine how principals ’ working knowledge regarding students with disabilities, special education, teaching, and learning shaped their visions of effective instructional practice and their enactment of teacher evaluation (Kraft & Gilmour, 2016).”
BackgroundInfluentialDilemmas of Teachers Related to the Supervision in Schools: A Case Study
Sezer, Ş., & Engin, G. (2024) · Participatory Educational Research · doi:10.17275/per.24.16.11.2 · Cited by 3
Fan, Y., Du, M., & Wang, J. (2024) · International Journal of Educational Research · doi:10.1016/j.ijer.2024.102489 · Cited by 3
Do You Mean What I Mean? Comparing Teacher Performance Self-Scores and Evaluator-Generated Scores
Hunter, S. B. (2021) · Journal of Education Human Resources · doi:10.3138/jehr-2020-0026 · Cited by 4
Kellermann, C., Nachbauer, M., Gärtner, H., et al. (2022) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-022-01087-y · Cited by 3
Svajda-Hardy, M., & Kwok, A. (2023) · The Urban review · doi:10.1007/s11256-023-00667-4 · Cited by 2
“…instructional practices (Wechsler et al., 2010); frequent observations and meetings (Hong & Matsko, 2019); individualized, non-evaluative, feedback (Kraft & Gilmour, 2016); intensified focus on content delivery rather than behavioral management (Ehsanipour & Gomez Zaccarelli, 2017); and matched…”
Teacher and principal working alliance: the foundation of teacher evaluation
Derrington, M. L., Campbell, J., & Kamer, J. A. (2024) · Teachers and Teaching · doi:10.1080/13540602.2024.2438984 · Cited by 2
“Studies suggest that (a) principals’ expertise in a broad range of content areas should not be expected (Kraft & Gilmore, 2016) and (b) such expectations are inherently challenging in reformed observation systems (Hill & Grossman, 2013).”
Lowenhaupt, R. J. (2021) · Accountability and educational improvement · doi:10.1007/978-3-030-69345-9_8 · Cited by 2
Conducting Classroom Observations: The Plight of 1:1 Laptop Title 1 Schools
Gonzales, M. M., & Jackson, I. (2021) · Leadership and Policy in Schools · doi:10.1080/15700763.2021.2010102 · Cited by 3
“Studies have shown school districts across the United States often do not prioritize training school administrators on how to evaluate teachers and provide minimal coaching to improve their instructional leadership capacity (Kraft & Gilmour, 2016, 2017; Weisberg et al., 2009).”
BackgroundDionne, G. B., Patrick, K., Francis, R. W., Deschaine, M. E., & Sloan, K. (2023) · Journal of Research on Leadership Education · doi:10.1177/19427751231176585 · Cited by 2
“IHEs can assist principals in the process of identifying the critical PD programming needed to improve the pedagogical performance of teachers (Kraft & Gilmour, 2016) as well as content area knowledge (Bellibas & Liu, 2017).”
Hunter, S. B., & Kho, A. (2023) · Journal of Education Human Resources · doi:10.3138/jehr-2023-0040 · Cited by 6
Assistant Principals’ Leadership and Perceptions of Their Roles: A Qualitative Case Study
Baskett, P. (2020) · Digital Commons (Liberty University) · Cited by 2
Okul Yöneticilerinin Öğretmenleri Etkilemede Kullandıkları Yönetsel Etki Taktikleri
Bostancı, A. B., DEMİRHAN, G., & Bülbül, S. (2019) · Pamukkale University Journal of Education · doi:10.9779/pauefd.569993 · Cited by 2
The Mantle of Agency: Principals’ Use of Teacher Evaluation Policy
Lewis, J. M., Reid, D., Bell, C. A., Jones, N. D., & Qi, Y. (2020) · Leadership and Policy in Schools · doi:10.1080/15700763.2020.1770802 · Cited by 4
“Some principals avoid negative evaluations because they feel ill-prepared to provide criticism of teacher performance and negative ratings have the potential to create conflict (Donaldson & Mavrogordato, 2018; Kraft & Gilmour, 2016).”
BackgroundInfluentialImplications of Illinois Teacher Evaluation Reforms: Insights from Principals
Conrad, D. L., & Hackmann, D. G. (2020) · Leadership and Policy in Schools · doi:10.1080/15700763.2020.1802761 · Cited by 2
“Yet, principals express low confidence in the effectiveness of educator improvement levers (Kraft & Gilmour, 2016).”
BackgroundTraining needs to develop the professional of Arabic language teachers
Asiri, A. M. (2022) · Cypriot Journal of Educational Sciences · doi:10.18844/cjes.v17i9.8086 · Cited by 2
Transformational Leadership in The Implementation of Sekolah Penggerak’s Program
Hariyati, N., Sholeh, M., & Islamiah, N. (2023) · Jurnal Pedagogi dan Pembelajaran · doi:10.23887/jp2.v6i3.64406 · Cited by 2
“This behaviour reflects the dimension of idealized influence in transformational leadership in that leader who can have a positive influence by being role models are believed to be able to foster the same behaviour in teachers (Bolthouse, 2013; Kraft & Gilmour, 2016).”
BackgroundCertified to Evaluate: Exploring Administrator Accuracy and Beliefs in Teacher Observation
Jones, N. D., Bell, C. A., Qi, Y., Lewis, J. M., Kirui, D., Stickler, L. M., & Redash, A. (2021) · ETS Research Report Series · doi:10.1002/ets2.12316 · Cited by 2
ISLAS EN EL MAR: PARTICIPACIÓN Y DESCENTRALIZACIÓN EN “SISTEMAS INTEGRADOS” EN EDUCACIÓN
Edwards, D. B., Erazo, M., & Martín, P. (2021) · Educação & Sociedade · doi:10.1590/es.239141 · Cited by 2
“This Is the Piece of the Pie We Can Control”
Mayger, L. K. (2022) · The Elementary School Journal · doi:10.1086/719411 · Cited by 2
“…were frustrated by their evaluation systems’ many components and consistently described comprehensive performance evaluation as time consuming and difficult to implement with fidelity (Donaldson & Woulfin, 2018; Kraft & Gilmour, 2016; Neumerski et al., 2018; Robertson-Kraft & Zhang, 2018).”
BackgroundOECD (2018) · OECD reviews of school resources · doi:10.1787/9789264308411-5-en · Cited by 2
Kovač, V., & Pažur, M. (2021) · Školski vjesnik : časopis za pedagogijsku teoriju i praksu · doi:10.38003/sv.70.2.2 · Cited by 1
Student’s Rating System for Teachers: A Tool for Teacher Scheduling Consideration
Bajao, N. A., Bardoquillo, J. P., Concha, J., et al. (2023) · Mesopotamian Journal of Computer Science · doi:10.58496/mjcsc/2023/010 · Cited by 1
Shaping success: How instructional leadership influences teaching practices and self-efficacy
Bianconi, H., & Larwin, K. H. (2025) · Forum for education studies. · doi:10.59400/fes2379 · Cited by 2
“Formative evaluations provide ongoing support, while summative evaluations assess overall teacher performance [25,26].”
Hunter, S. B., Kho, A., & Bowser, K. M. (2025) · American Educational Research Journal · doi:10.3102/00028312251360923 · Cited by 1
“Qualitative studies have reported that administrators find it overly burdensome to conduct more observations (Kraft & Gilmour, 2016; Rigby, 2015), and surveys have suggested that each formal observation in Tennessee lasts about 30 minutes (Hunter, 2020; Hunter & Rodriguez, 2021).”
The antecedents and outcomes of teachers' autonomy satisfaction: A meta‐analytic investigation
Chen, Y., Li, J., Yin, H., & Wang, H. (2026) · Applied Psychology Health and Well-Being · doi:10.1111/aphw.70109 · Cited by 3
“…effectiveness (e.g., Jang & Reeve, 2021); (2) applying multi-source measurements, including student reports or principal reports (e.g., Kraft & Gilmour, 2016; Lauermann & Berger, 2021); and (3) ensuring cross-cultural validity through back-translation procedures or a mixed-methods…”
(2025) · British Journal of Arts and Humanities · doi:10.34104/bjah.02505280535 · Cited by 1
Lavigne, A. L., & Ocran, P. (2026) · Journal of School Leadership · doi:10.1177/10526846261425739 · Cited by 1
“As a result, principals often provide feedback that is generic and content-neutral (Balyer & ¨Ozcan, 2020; Kraft & Gilmour, 2016).”
(2019) · Digital Commons-DePaul (DePaul University) · Cited by 1
Ramel, A., & Ali, S. (2019) · Cited by 1
Promoting powerful professional learning for school staff
OECD (2019) · OECD reviews of school resources · doi:10.1787/3f8c06df-en · Cited by 2
Driver, M. K., & Harper, I. (2022) · Theory & Practice in Rural Education · doi:10.3776/tpre.2022.v12n1p25-40 · Cited by 2
“According to Kraft and Gilmour (2016), differing perceptions about the purpose of evaluation among principals, teachers, and the district sometimes undercut the trust and buy-in required for meaningful conversations about instructional improvement (p. 741).”
BackgroundInfluentialStudent’s Rating System for Teachers: A Tool for Teacher Scheduling Consideration
Bajao, N. A., Bardoquillo, J. P., Concha, J., et al. (2023) · Mesopotamian Journal of Computer Science · doi:10.58496/mjcsc/2023/011 · Cited by 1
Reid, D. (2018) · Journal of School Choice · doi:10.1080/15582159.2018.1447737 · Cited by 1
Principal-Led State Evaluation Policy: Teacher Perceptions at Four High Schools
Frasier, A. (2021) · The Qualitative Report · doi:10.46743/2160-3715/2021.4696 · Cited by 3
“Additionally, while principals may be willing to label certain teachers as unsatisfactory in informal settings and conversations, they may be less willing to give the same teacher critical evaluations when punitive stakes are attached to such evaluation (Grissom & Loeb, 2017; Kraft & Gilmour, 2016).”
BackgroundRevisiting PIMRS and Curriculum Instruction Management: Evaluation of Principalship in Banda Aceh
Nurviani, R., & Abdullah, M. R. (2022) · Indonesian Journal of Curriculum and Educational Technology Studies · doi:10.15294/ijcets.v10i1.51149 · Cited by 1
“It means, principals can diverse his/her roles from managing to evaluators (Alvoid & Black, 2014; Kraft & Gilmour, 2016; Purwanto, 2017).”
BackgroundIdentifying the Effects of Classroom Observations on Teacher Performance
Hunter, S. B. (2018) · Cited by 1
EDUCO, Community-Based Management, and Global Education Policy: Losses, Legacies, Lingering Issues
Edwards, D. B. (2017) · Palgrave Macmillan US eBooks · doi:10.1057/978-1-137-50875-1_10
Teacher Perceptions of Evaluation Feedback
Rush, K. (2019) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1445133
In-depth Analysis of Kindergarten Administrators Teacher Evaluation Experiences
송미온 (2017) · Korean Journal of Child Care and Education Policy · doi:10.5718/kcep.2017.11.2.29
Promoting Instructional Improvement: Promising Evidence of Coaching That Benefits Teachers' Practice
McQueen, K. (2018) · Deep Blue (University of Michigan)
How Virtual Administrator Behaviors Impact Instruction: A Case Study
Lanning, T. (2019) · Digital Commons (Liberty University)
Teacher Evaluation Practices That Promote Teacher Development in Two Middle Schools
Smith, A. (2018) · Scholarship & Creative Works - Digital UNC a service of University Libraries (University of Northern Colorado)
The Land of Disenchantment: Bias in New Mexico Teacher Evaluation Measures
Geiger, T. J. (2020)
Steward, A. P. (2021) · Digital Commons - ACU (Abilene Christian University)
Volkenburg, J. B. V. (2021) · The Research Repository @ WVU (West Virginia University) · doi:10.33915/etd.8344
Improving Practice in Special Education: The Evaluation Process as a Development Tool
Gilmour, A. F., Sheaffer, A. W., & Majeika, C. E. (2020) · Journal of Educational Leadership in Action · doi:10.62608/2164-1102.1020
Self-citationThe Effects of Principal Feedback on Instruction and Student Achievement
Brownfield, J. (2020)
Shapaka, R. K. (2020) · Unisa Institutional Repository (University of South Africa)
Aktivnosti i obilježja instrukcijskog školskog vođenja iz perspektive ravnatelja osnovnih škola
Kovač, V., & Pažur, M. (2021) · Školski vjesnik : časopis za pedagogijsku teoriju i praksu · doi:10.38003/sv.70.2.1 · Cited by 2
Distributing teachers, school leaders and other school staff effectively
OECD (2019) · OECD reviews of school resources · doi:10.1787/6920080e-en
Teachers’ working hours (ISCED 2), 2018
(2019) · OECD reviews of school resources · doi:10.1787/01c95516-en
List of tables available on line
OECD (2019) · OECD reviews of school resources · doi:10.1787/2f22855b-en
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Principals' Perspectives on Teacher Evaluation Reforms and Micropolitics in Illinois
Conrad, D. L. (2019) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1435263
Principal Experience and Texas Elementary School Accountability Ratings: A Statewide Investigation
Roede, K. M., & Slate, J. R. (2023) · Research and Advances in Education · doi:10.56397/rae.2023.02.05
Contextual Contrast of Assessment Practices in Catalonia and Tuscany
Martínez-Maireles, D., Capperucci, D., & Llanos, M. N. (2023) · CADMO · doi:10.3280/cad2022-002003
Sealing the Gap on Teacher Attrition
Nazarian, M., Bahri, H., & Abunamous, M. A. E. (2023) · Advances in educational marketing, administration, and leadership book series · doi:10.4018/978-1-6684-7818-9.ch004
دور التغذية الراجعة في التطوير المهني لمعلمات الطفولة المبكرة بمدينة جدة
ناجي, ص., & قهوجي, ن. (2024) · Al-Maǧallaẗ Al-ʿilmiyyaẗ Li Tarbiyyaẗ Al-Ṭufūlaẗ Al-Mubakiraẗ · doi:10.21608/aatm.2024.255669.1043
What value do standardized observation systems add to summative teacher evaluation systems?
White, M., & Maher, B. L. (2024) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2024.101414 · Cited by 1
The Antecedents and Outcomes of Teachers’ Autonomy Satisfaction: A Meta-Analytic InvestigationPreprint
Ying, C., Li, J., Yin, H., & Wang, H. (2024) · doi:10.31219/osf.io/7fktq
SİNİK BAKIŞLAR ALTINDA: SINIF ÖĞRETMENLERİNİN SİNİZM ALGILARI VE ETKİLERİ
Özen, H., & İnal, A. (2025) · Uluslararası Anadolu Sosyal Bilimler Dergisi · doi:10.47525/ulasbid.1576388
Teacher evaluation designs in an external accountability environment
Gallagher, C. E. (2017) · doi:10.54014/4e17-aswy
Cheuquepán-Maldonado, D., & González‐Ibáñez, R. (2025) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon62633.2025.11016321
The Role of Leadership in Promoting Reading Success
Frith, D. M., Conway, B., & Fasolino, D. C. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-2392-3.ch003
Borlaza, M., & Ibañez, Z. (2025) · Journal of interdisciplinary perspectives · doi:10.69569/jip.2025.620
Ocran, P., & Lavigne, A. L. (2026) · Theory Into Practice · doi:10.1080/00405841.2025.2607949
“…feedback that is timely, facilitates self-reflection, is accurate and trustworthy, and encourages teaching-learning dialogue (Lavigne & Derrington, 2023) as well as feedback that is generic, content-neutral, and sometimes unrelated to teaching (Frase & Streshley, 1994; Kraft & Gilmour, 2016).”
Liu, S., & Yang, Y. (2026) · Educational Administration Quarterly · doi:10.1177/0013161x251408884
“In contrast, receiving outcome-based feedback often leads to a summative evaluation of teacher performance based on standardized criteria, which strengthens the effect of work alienation, especially when teachers disagree with the evaluation standards (Kraft & Gilmour, 2016; Peterson, 2004).”
AI-Human Collaboration in Teacher Evaluation: A Research Agenda and Future Directions
Wang, N., & Wei, W. (2025) · IEEE International Conference on Teaching, Assessment, and Learning for Engineering · doi:10.1109/tale66047.2025.11346638
“These include susceptibility to subjective bias, high resource consumption, and slow feedback cycles, which often prevent timely teaching refinements [2], [3].”
From observation to impact: Feedback that drives teacher growth
Lavigne, A. L., & Derrington, M. L. (2026) · Theory Into Practice · doi:10.1080/00405841.2025.2607947
“…in-service context, teacher supervisors struggle to find the time to complete observations and provide teachers with rich, high-quality, and content-based feedback (Donaldson & Woulfin, 2018; Flores & Derrington, 2017; Kraft & Christian, 2022; Kraft & Gilmour, 2016; Lavigne & Chamberlain, 2017).”
The leadership and supervision role of the principal in a public junior high school in Indonesia
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Hunter, S. B., & Steinberg, M. P. (2026) · Educational Researcher · doi:10.3102/0013189x261449757
Finding Ways for Instructional Flexibility in a Scripted Classroom
Mulvihill, E. (2026) · IGI Global eBooks · doi:10.4018/979-8-2600-2040-1.ch007
Grant, L. W., Stronge, J. H., Zhang, J., Zhao, J., & Menon, S. (2026) · Education Sciences · doi:10.3390/educsci16060895 · Cited by 1
Metadata
- Authors
- Kraft, M. A., & Gilmour, A. F.
- Affiliations
- Brown University (US)
- Vanderbilt University (US)
- Corresponding author
- Kraft, Matthew A.
- Venue
- Educational Administration Quarterly
- Publisher
- SAGE Publications
- Published
- 2016-07-07
- Volume
- 52
- Issue
- 5
- Pages
- 711-753
- ISSN
- 0013-161X (ISSN-L)
- 1552-3519
- PMC
- PMC5513173
- OpenAlex
- W2414507369
- Cited by
- 208
- References
- 85
- Citations by year
- 2026: 17 · 2025: 14 · 2024: 17 · 2023: 16 · 2022: 21 · 2021: 23 · 2020: 29 · 2019: 36 · 2018: 23 · 2017: 10 · 2016: 1
- FWCI
- 103.13
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Educational Administration Quarterly (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (P2CHD041020)
- Topics
- Social Sciences › Education › School Leadership and Teacher Performance
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Educational Assessment and Improvement
- Keywords
- teacher evaluation, principals, instructional leadership, teacher professional development, assessment reform, principal training, instructional coaches, peer assessment, urban districts
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