Abstract
Purpose. The purpose of this study was to identify and explore the performance evaluation components that principals perceive to be most valuable in improving their performance as instructional leaders. Principals were also asked to identify the purpose, criteria, and methods used in their evaluation. Methodology. This study was a three-stage, mixed-methods descriptive analysis of principal evaluation in two representative counties in California. Stratified random sampling was used to insure the proportion of elementary, middle, and high school principals. Questionnaires were emailed to 196 principals; 109 were returned. Seven follow-up interviews were conducted. Evaluation documents were analyzed from twelve school districts. Findings. The main purposes of principal evaluation are formative: to help them improve performance as instructional leaders and to measure progress toward meeting performance criteria. The criteria most often included in principal evaluations were frequently monitoring curriculum, instruction and assessment, being knowledgeable about curriculum, instruction and assessment, and advocating/sustaining a culture of learning. The methods of evaluation most often used are categorical scale, self-reflection review, and narrative essay. Principals found most value in engaging in self-reflection on their performance, getting feedback from their evaluator, and having specific criteria to meet. Conclusions. Principal evaluation is mainly formative and focused on instructional leadership rather than management. However, providing intellectual stimulation for self and staff, being a change agent, and having a flexible leadership style are seriously lacking in principal evaluation. Although principals wish 360-degree feedback was used in their evaluations, it rarely is. Principals want a collegial relationship with their evaluators and to have professional discussions about student achievement. Recommendations. Future research should include multiple in-depth case studies of the relationship between principals who exhibit the behaviors cited as essential in the McREL research on effective instructional leaders and their evaluators. Coaching training should be required of all evaluators. Self-reflection should be part of every principal evaluation, because learning takes place when one cognitively looks at the mental models one holds and how one deals with the environment based on those models.