0.1 Babo, g.(february 2009) principal evaluation and leadership

Introduction

There does not appear to be much support in the literature for discussing and exploring the development of a comprehensive and reliable system of principal evaluation (Rosenberg, 2001; Catano&Stronge, 2006). Primarily, it seems that in most states, principals are more often than not evaluated based on their students’ success, or lack thereof, on the federally mandated and state implemented standardized tests (Ediger, 2002). This myopic view of a principal’s overall effectiveness as a leader not only seems limited and restricted but also shortsighted. Since so much has been written in the recent past on teacher evaluation and its impact on student achievement, a concerted effort that focuses on principal evaluation would be the next logical, evolutionary step in the discussion about improving schools.

In a series of interviews with principals and superintendents concerning the evaluation process, Davis and Hensley (2000) reported that the formats and processes used in evaluation often vary from district to district. They also found that many principals did not find the evaluation process to be useful in forwarding their professional expertise and more often than not, were influenced by outside political forces. Both authors suggested a collaborative approach that not only identifies criteria but also defines the process.