When Schools Change and Teachers Do Not: The Principal’s Use of Evaluation and Feedback to Impact Veteran Teacher Effectiveness

Abstract

Effective principals provide teachers with feedback on the edges of their growth moving beyond compliance-driven teacher evaluations to meaningful cycles of observation and feedback. This case focuses on preparing principal candidates to address equity issues related to teacher practices that positively impact student achievement with a veteran high school teacher who is failing to respond to her school’s shifting demographics. Embedded in the case are additional challenges of leading a rural school. The principal, who is a new principal but previously taught with the teacher, now needs to provide research-based, culturally responsive, actionable feedback aligned to principles of adult learning theory and research-based instructional practices.

Keywords

principal teacher evaluation feedback teacher effectiveness instructional leadership

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