Culminating Project Title
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, 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.
Dingmann, Zachary, "Level of Preparedness for Conducting Teacher Evaluations as Reported by Minnesota School Principals" (2021). Culminating Projects in Education Administration and Leadership. 86.