The Repository @ St. Cloud State

Open Access Knowledge and Scholarship

Date of Award


Culminating Project Type


Degree Name

Educational Administration and Leadership, K-12: Ed.D.


Educational Administration and Higher Education


School of Education

First Advisor

David Lund

Second Advisor

John Eller

Third Advisor

James Johnson

Fourth Advisor

Frances Kayona

Creative Commons License

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, School Principal, Preparedness


The significance of a principal as an instructional leader became a concept over 40 years ago (Jenkins, 2009). Edmonds (1982) noted one of the top five effective school characteristics was a “principal’s leadership and attention to the quality of instruction” (p. 4). Part of being an instructional leader for a principal is performing teacher evaluations by observing teachers’ instruction.

The process in which principals conduct teacher evaluations and observe most teachers is useless, unproductive, and a waste of a principal’s time (Marshall, 2005). According to Marshall (2005), principals need to improve in how they observe, support, and evaluate teachers to more precisely connect teacher observation to improving teaching and learning. Cooper, et al. (2005) noted teachers see the evaluation process as just another step they have to complete to satisfy their job requirements, not as a way to learn and grow in the profession.

According to the National Governors Association (2011), there is not enough time allocated in university college preparation courses for principals to effectively evaluate teachers. Qi et al. (2018) asserted that administrators need training and continued support to practice observing teachers in order to have valid and reliable performance ratings.

The purpose of the study was to ascertain Minnesota principals' preparation with regard to conducting teacher evaluations, the types of professional development Minnesota principals receive for evaluating teachers and the usefulness of the professional development, along with challenges principals encounter with maintaining validity while conducting teacher evaluations.

This study will further examine all these areas in order to find ways in which principals can be better supported in performing the teacher evaluation process.


The process of earning my Doctorate has been the most challenging and rewarding endeavor I have ever done. This process has pushed me to become a more well-rounded educator and leader.

Being part of Cohort 10 at St. Cloud State University has undoubtedly helped me obtain this degree. My fellow colleagues engaged and challenged me through our rich class discussions. In addition, my cohort 10 colleagues have been instrumental during my dissertation journey. They have provided me the support and inspiration I needed along the way to accomplish this goal.

My dissertation committee of Dr. David Lund, Dr. John Eller, Dr. James Johnson, and Dr. Frances Kayona have given me endless assistance and encouragement throughout this process. A special thanks to Dr. David Lund, my advisor and committee chair, for all the advice and help you have given me through emails, phone calls, and zoom sessions. I am forever grateful for everything you have done. Thank you for being right alongside me through this journey and ensuring I crossed the finish line.

Finally, I want to thank my wife, Jamie. Being a principal and working on a dissertation requires constant sacrifices that affect us as a family. I could not have done this without your never-ending love.



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