Evaluating Teachers from a Principal's Perspective

As a former ten-year elementary school teacher who later became a principal, I faced a unique challenge: evaluating teachers in grade levels where I hadn’t taught much and in languages where my fluency was limited. In this article, I share insights on how I approached this task, focusing on the key aspects that contribute to effective teaching.

The Role of a Principal in Teacher Evaluation

Principalship often requires navigating the fine line between offering informed feedback and recognizing the broad spectrum of teaching expertise. While most principals have limited direct teaching experience, they must ensure that teachers are delivering high-quality instruction. This can be particularly daunting when dealing with diverse grade levels and languages. For example, at my first school principalship, I managed 45 teachers and operated with no assistant, with a large portion of students speaking little to no English. Not only that, but one fourth of the classrooms conducted instruction in Spanish, a language I barely comprehended at the time.

Building a Strong Foundation

Despite these initial challenges, several strategies enabled me to effectively evaluate teachers:

Influential Role Models

Observing top-performing teachers in action proved invaluable. In my role as a principal, I often spent time in primary classrooms, closely watching my most skilled colleagues lead successful reading lessons. Additionally, by participating in numerous in-house trainings, my understanding of teaching methods and strategies grew significantly. These experiences provided a robust foundation for evaluating other teachers.

Continuous Learning

As a school principal, it's crucial to stay current with teaching methodologies. This may involve spending time in diverse classrooms and engaging with students and parents. In the case of my first principalship, my interactions with Spanish-speaking students and their parents improved my rusty Spanish, allowing me to better observe and provide feedback on Spanish-language lessons by midway through my first year.

Key Observations and Evaluations

When evaluating teachers, I focused on several critical aspects:

Student Engagement and Behavior

Engagement and behavior are the most visible indicators of effective teaching. I always paid close attention to whether students were actively participating in the lesson or exhibiting disruptive behaviors like playing, talking with friends, daydreaming, or walking around the room. For instance, a teacher who claimed he had prepared a great lesson plan but only four out of thirty-one students were paying attention needed to address this issue.

Teaching Strategies

I carefully analyzed the teaching strategies employed by each teacher. Engaging students and addressing the needs of those who were confused or anxious to move on were key points of consideration. Ensuring there was a plan to cater to all students, from those who grasped concepts quickly to those who required additional support, was essential. Additionally, observing whether the teacher varied strategies during the lesson or relied on a single lecture format was important.

Handling Obstacles

Another crucial aspect was how a teacher responded when a part of the lesson was not working well. Did they have a back-up plan or were they equally confused as the students? Teachers who demonstrated flexibility and adaptability were more likely to improve their instructional practice.

The Irreplaceable Role of Classroom Management and Instructional Models

While subject matter knowledge is beneficial for evaluating instruction, it is not always necessary for a principal to have in-depth expertise. Instead, a principal should focus on classroom management and a range of instructional models. Good communication skills are also vital for providing constructive feedback and supporting teachers in enhancing their practices.

For example, during an observation of a high school algebra class, I found that the teacher's in-depth subject knowledge was less important than her ability to manage the classroom and engage students effectively. The chaotic environment and the students' wild behaviors highlighted areas for improvement in both classroom management and instructional strategies.

Conclusion

Evaluating teachers as a principal requires a multifaceted approach, combining direct observation, the ability to communicate effectively, and a deep understanding of classroom management and instructional models. While subject matter knowledge is a significant asset, it is not the only criterion for assessing teaching quality. By focusing on these key aspects, principals can provide meaningful and effective evaluations that contribute to the professional growth of teachers.