Date of Award
Culminating Project Type
Educational Administration and Leadership, K-12: Ed.D.
Educational Administration and Higher Education
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Teacher Evaluation, Model, Framework, Principal, Time
The study measured perceptions of select secondary school principals in Minnesota regarding the teacher evaluation model utilized in their schools and the amount of time principals commit to the process of evaluating their teachers.
Research questions were answered through analysis of data from a survey including principal demographics, the teacher evaluation model utilized in the principal’s school, the volume of time principals’ report devoting to teacher evaluation and principal perceptions related to the extent to which the teacher evaluation model improves teacher performance.
The responses received showed that 60.5% of respondents were using a model based on Charlotte Danielson and 20.2% of respondents were using a Robert Marzano based teacher evaluation model. Another 10.1% of respondents indicated their district had created their own model and 8.4% reported using a Kim Marshall based model. Principals reported spending between 0 and 10 or more hours per week on teacher evaluation with the most common response of 2-4 hours per week provided by 37.0% of respondents.
Based on the results of the study, it is recommended that schools in Minnesota examine the teacher evaluation practices in place to assure the time spent by principals is meaningful for teachers and leads to improved teacher performance.
Tetzlaff, Todd, "Teacher Evaluation–Study of Minnesota Secondary School Principals Related to the Amount of Time Necessary to Implement Common Teacher Evaluation Models" (2018). Culminating Projects in Education Administration and Leadership. 42.