Recent research identifies a challenge for both principals and teachers when it comes to the evaluation process. For a variety of reasons a percentage of principals don't give teachers the truth about their performance. Over the last quarter of century JP's team of School Improvement Specialists have worked with administrators and teachers developing and implementing strategies that result in "supportive supervision." The process is about knowledge sharing and personalized feedback to teachers with specific information addressing their needs. It works!
Here is what the research is telling us:
Even with the push in recent years to improve teacher evaluation, principals say that being honest with educators about their performance is too time-consuming, writes Jay Mathews for The Washington Post.
A study by Matthew Kraft of Brown University and Allison Gilmour of Temple University shows that some principals are reluctant to tell teachers that they need improvement based on observations and that observing, documenting and helping unsatisfactory teachers grow can become “overwhelming.”
A separate study by Jason Grissom of Vanderbilt University and Susanna Loeb of Stanford University finds that teachers who are rated ineffective on a low-stakes evaluation are often given more positive ratings on a high-stakes evaluation.