This research agenda focuses on the following issues:
- Superintendents’ use of principal and teacher evaluation to leverage change
- Use of principal evaluation to effect professional and school improvement efforts
- Relationship between principals and principal evaluators in the ascription of principal evaluation scores
- Differences between principals who are rated effective versus highly effective in terms of their school culture, teacher performance and student outcomes
To pursue this research agenda, Communities for Learning has completed a study of districts' first year experiences with the MPPR, and two reseach forums on the roles of principals and principal evaluators in the collection and use of evidence. Click here for a synthesis of the first research forum, and here for a synthesis of the second forum.
Communities for Learning is in the process of pursuing various research activities with the University of Iowa Center for Evaluation and Assessment (CEA) related to the validation of the MPPR rubric and its evaluation process, as well as studying their impact on professional improvement. Click here to read the Theory of Action that is driving our conversations and work with universities and research centers throughout the country, along with the scope and sequence of the specific research questions we pursue.