Student Perception Surveys as a Component of a Comprehensive Teacher Evaluation System: A Case Study of Elementary Principals

Abstract

While multiple states have implemented a multiple measures approach to teacher evaluation, this approach has not significantly improved the ability of evaluations to identify variations in teacher performance. The purpose of this research study was to understand what elementary school principals in one Midwestern school district believe are the relative strengths, weaknesses, and potential affordances of using student perception data in the context of the teacher evaluation system in their district. To understand teaching evaluations and the impact of satisfactory performance ratings, the study examined the perspective of school principals working in a district that considers the integration of student perspectives in its teacher evaluation system. A qualitative interview study was conducted to gather information through 10 semi-structured interviews with school personnel, including school principals and district central office administrators. District artifacts were also analyzed. The study shows that the participants perceived that student perception data could be useful in informing teacher evaluations and may influence administrative practices related to the evaluation of teacher quality. However, the participants argued that the benefits of these data depend on the implementation of the system and the conditions for its use that were established by the school district.