Q: As a new principal, I’m struggling with teacher evaluations. Is the audience teachers or administrators or both? I’d love recommendations for how administrators should frame the process to be reflective and teacher-centered in order to ensure that it is meaningful to the learner.”
-Signed, a new principal
A: As a new principal, one of the most significant responsibilities you will face is developing teacher talent and using evaluations as one means to do it. It’s understandable to feel overwhelmed, especially when you want the process to be meaningful and beneficial for teachers and, through teacher learning, for students. Here are some actionable recommendations on how to frame teacher evaluations in a reflective, teacher-centered manner that truly supports learning.
The importance of a reflective and teacher-centered approach
To create an evaluation process that is reflective and centered on the teacher, consider the following principles:
- Focus on growth, not just accountability: Shift the mindset from viewing evaluations as a means of compliance to seeing them as opportunities for professional growth. Emphasize that the goal is to support teachers in improving their practice, ultimately benefiting student learning. One good way to do this is to have preobservation meetings where you allow teachers to set goals and ask for specific feedback. This should align with the goals they have set for themselves earlier in the year. It also helps to be providing feedback during non-evaluative visits as well.
- Create a safe environment: Establish a culture of trust where teachers feel comfortable sharing their challenges and successes. This can be achieved by being transparent about the evaluation process and encouraging open dialogue. When teachers feel safe, they are more likely to engage in honest self-reflection. Another way to create safety is to be present frequently. When I was in my leadership role, I was in classrooms a lot. This was the only way I could prove that my words matched my actions. I always gave feedback, and when I needed to share challenging constructive feedback, I did it in person.
- Incorporate self-assessment: Encourage teachers to engage in self-assessment as part of the evaluation process. This allows them to reflect on their practices, identify areas for growth, and set personal goals. Self-assessment empowers teachers to take ownership of their professional development. A good way to do this is to script your observations and share the script and your wonderings with teachers before you meet with them to do the post-observation. This way, they know what you saw, have time to review it, and can assume positive intent.
Actionable steps for new principals
Here are some specific steps you can take to implement a reflective and teacher-centered evaluation process:
- Develop a clear evaluation framework: Create a comprehensive evaluation framework that outlines the criteria, processes, and expectations for evaluations. This framework should emphasize professional growth and align with the school’s mission and goals. Share this framework with your teachers to ensure clarity and transparency. If your district has chosen this framework for you, find a way to make sure that what you say is going to happen actually does. The more you can diminish surprises, the better.
- Encourage goal setting: At the beginning of the evaluation cycle, work with teachers to set specific, measurable, achievable, relevant, and time-bound (SMART) goals. These goals should reflect their aspirations for professional growth and align with school improvement objectives. Regularly check in on these goals to provide support and resources and make time in faculty or department meetings for regular progress check-ins. It helps to have informal accountability buddies in the school, particularly for new teachers.
- Implement regular feedback loops: Instead of limiting evaluations to a single annual event, create regular feedback loops throughout the school year. Schedule informal observations, check-ins, and constructive feedback sessions. This ongoing communication allows teachers to make timely adjustments and reinforces a culture of continuous improvement. Additionally, schedule time in your calendar for walk-throughs — just to see what is happening for a few minutes each week. Do it so often that everyone gets used to your presence.
- Facilitate peer observations: Encourage teachers to observe one another’s classrooms. Peer observations can foster collaboration and provide valuable insights into different teaching practices. Create a structure for these observations, allowing teachers to share feedback and discuss their experiences afterward. For example, pineapple charts, created by Jennifer Gonzalez and Mark Barnes in their 2015 book Hacking Education, are an easy structure that encourages peers to visit each other and spread best practices.
- Use technology thoughtfully: Leverage technology to streamline the evaluation process. Online platforms can facilitate self-assessments, peer feedback, and data collection. However, ensure that technology enhances the personal aspect of evaluations rather than replacing it. The human connection remains vital in fostering meaningful discussions. One new piece of technology I just learned about is Otter AI, a tool for recording and scripting. This way you can engage with the lesson and students without having to worry that you got anything wrong in the script.
- Offer professional development opportunities: Use the evaluation process to identify areas for professional growth. Provide targeted professional learning opportunities that align with the needs identified during evaluations. This demonstrates your commitment to supporting teachers in their journey toward improvement. Offer coaching opportunities if your school has an instructional coach.
Engaging teachers in the process
While you, as a principal, play a crucial role in shaping the evaluation process, it is essential for teachers to engage in it as well. Here are some recommendations for teachers to maximize the benefits of evaluations:
- Embrace self-reflection: Encourage teachers to regularly reflect on their teaching practices. Keeping a journal or portfolio that documents successes, challenges, and areas for growth can be incredibly beneficial. This self-reflection will not only prepare them for evaluations but also enhance their professional learning. Teachers should find a way that works for them. I enjoyed blogging to reflect as well as making short videos where I just talked about what was going on and its impact.
- Seek feedback from peers: Encourage collaboration among teachers by promoting peer feedback. Establish a culture where teachers feel comfortable seeking input from colleagues on their teaching practices. This collaborative approach can lead to richer discussions and shared best practices. Structures like lesson study can support these practices.
- Be proactive in setting goals: Encourage teachers to take ownership of their professional growth by participating in the goal-setting process. By setting clear goals and discussing them with you, they can create a roadmap for their development and engage in meaningful conversations during evaluations.
- Participate in professional development: Encourage teachers to engage in the professional learning opportunities you provide or ones they find on their own. These sessions can offer valuable strategies and resources that enhance their teaching practices, making them better prepared for evaluations. If my school didn’t provide what I needed, I found it myself. Whether it was in a book, on a blog or podcast, at a conference, or at an Edcamp, I always found a way to keep growing. It was my responsibility as a teacher to do so — to model what I preached.
As you navigate the complexities of teacher evaluations, remember that the process is an opportunity for growth and collaboration. By framing evaluations in a reflective and teacher-centered manner, you can create an environment where teachers feel supported and empowered. Engaging both administrators and teachers in this process ensures that evaluations serve their intended purpose: to promote reflection, growth, and excellence in education.
Have a question that you’d like Career Confidential to answer? Email ssackstein@educatorsrising.org. All names and schools will remain confidential. No identifying information will be included in the published questions and answers.
ABOUT THE AUTHOR
Starr Sackstein
Starr Sackstein is the Massachusetts state coordinator for PDK’s Educators Rising program, COO of Mastery Portfolio, an education consultant, instructional coach, and author. She was a high school English and journalism teacher and school district curriculum leader. She is the author of more than 15 educational books, including Hacking Assessment (Times 10, 2015), Making an Impact Outside of the Classroom (Routledge, 2024), and Actionable Assessment (Routledge, 2026).
Visit their website at: https://www.mssackstein.com/
