Principals’ Perspectives on Value-Added
Principals are not using recent teacher evaluation data, including data from value-added assessment systems, student surveys, and other student achievement indicators, to inform decisions about hiring, placements, and professional development, according to findings from a research study recently released by researchers at Vanderbilt University.
The data most often used by principals? Data collected via their direct observations of their teachers in practice.
Education Week’s Denisa Superville also covered this study here, writing that principals are are most likely to use classroom-observation data to inform such decisions, rather than the data yielded via VAMs and other student test scores. Of least relevance were data derived via parent surveys.
Reasons for not using value-added data specifically? “[A]access to the data, the availability of value-added measures when decisions are being made, a lack of understanding of the statistical models used in the evaluation systems, and the absence Principals’ Perspectives on Value-Added |:
