Rethinking Teacher Supervision and Evaluation

1. Traditional Teacher Evaluation is Largely Ineffective.

Research has finally told us what many of us suspected all along: that conventional evaluation, the kind the overwhelming majority of American teachers undergo, does not have any measurable impact on the quality of student learning.

Evaluation is broken. Despite decades of effort, the standard process of teacher supervision and evaluation—periodic announced observations, lengthy write-ups, and formal year-end reviews—rarely leads to significant improvements in teaching practice or student achievement. Principals spend huge amounts of time on a process that yields minimal results.
Why it fails. The system is plagued by issues like:

• Principals seeing only a tiny fraction (0.1%) of teaching time.
• Teachers putting on "dog-and-pony shows" for announced visits.
• Cumbersome, legalistic forms that hinder helpful feedback.
• Unhelpful ratings (like Satisfactory/Unsatisfactory) that lack bite.
• Critical feedback often leading to defensiveness or being ignored.
  A waste of time. This ineffective process consumes valuable principal time that could be better spent on activities that actually move the needle on student learning. It's a ritual that satisfies bureaucratic requirements but doesn't fulfill the core mission of improving instruction.

2. Quality Instruction is the Key to Closing the Achievement Gap.

Recent research has shown that the quality of instruction is the single most important factor in student achievement.

Teaching matters most. While factors outside the schoolhouse (poverty, family background) were once thought to be the main determinants of student success, research now confirms that effective classroom teaching is the most powerful lever for improving student outcomes. Good teaching can overcome disadvantages.
Impact on equity. Effective teaching benefits all students, but it disproportionately helps low-achieving students. Students who experience several years of effective teaching, even if they start behind, can catch up to their peers. Conversely, ineffective teaching widens the gap.
Principal's core job. Given the profound impact of teaching quality, the principal's most important responsibility is ensuring every student has an effective teacher. This involves hiring well, addressing ineffective teachers, and, crucially, supporting and improving the practice of all teachers, from novice to expert.

3. Frequent, Unannounced Mini-Observations Provide Real Insight.

Principals who rely on one or two announced visits are basically saying a prayer and trusting that teachers are delivering the same quality of instruction all the time.

See everyday reality. To truly understand what's happening in classrooms, principals need to make frequent, unannounced visits. Short, focused "mini-observations" (5-10 minutes) allow principals to sample typical instruction across many classrooms regularly, avoiding the artificiality of staged lessons.
Break the "force field". The author's own struggle with "Hyperactive Superficial Principal Syndrome" (HSPS) highlights how easy it is for principals to get bogged down in urgent tasks and avoid classrooms. Setting a daily target (e.g., 5 mini-observations) and tracking progress is essential discipline.
Prompt, informal feedback. After each mini-observation, a quick, face-to-face conversation (not a lengthy write-up) provides timely, low-stakes feedback. This builds trust and allows for authentic dialogue about specific teaching moments, fostering adult learning in a way formal evaluations rarely do.

4. Standards-Aligned Unit Planning is Foundational.

Supervision can’t be efficient and effective until curriculum expectations are clear and widely accepted within the school.

Beyond lesson plans. Effective supervision requires understanding the bigger picture: where a lesson fits within a unit and the year's curriculum. This necessitates clear, standards-aligned learning expectations for each grade level and collaborative, team-based unit planning.
Backwards design. The "Understanding by Design" (UbD) approach, starting with desired learning outcomes and assessments, helps teams clarify "Big Ideas" and "Essential Questions." This ensures coherence and rigor, moving beyond fragmented, last-minute lesson planning.
Principal's role. Principals must champion team-based unit planning, provide time and training, and actively participate in reviewing unit plans. This shifts the focus from inspecting individual lessons to ensuring the quality and alignment of the curriculum being taught over time, making classroom observations more insightful.

5. Interim Assessments Drive Continuous Learning Improvement.

The more you teach without finding out who understands the information and who doesn’t, the greater the likelihood that only already-proficient students will succeed.

Beyond teach-test-move-on. The common pattern of teaching material, testing it, and moving on without addressing learning gaps is a major driver of the achievement gap. Students who don't master concepts fall further behind.
Check for understanding. Frequent "on-the-spot" assessments during lessons and periodic "interim assessments" (every 4-9 weeks) provide crucial data on student learning during the year. This allows teachers to identify misconceptions and reteach before problems compound.
Team data analysis. The power of interim assessments is unleashed when teacher teams collaboratively analyze results, diagnose learning problems, share effective strategies, and plan targeted follow-up for struggling students. Principals must facilitate these "data without blame" meetings, shifting the focus from teaching inputs to student learning outcomes.

6. Time-Efficient Rubrics Offer Clear Evaluation Feedback.

Most existing systems of teacher evaluation are taken seriously by neither teachers nor administrators.

Clear standards, less bureaucracy. Traditional evaluation write-ups are time-consuming and often lack clarity. Well-designed rubrics (like the proposed 4-level scale across 6 domains) provide a concise, detailed description of performance levels, giving teachers a clear picture of where they stand and specific areas for growth.
Based on comprehensive data. Rubric scores should synthesize information gathered throughout the year from various sources, including mini-observations, team meetings, and interim assessment data, not just one or two formal visits.
Supports improvement. Rubrics make the evaluation process more transparent and actionable. They can be used for teacher self-assessment and provide a clear roadmap for improvement plans, especially for teachers needing support, potentially linking to job action if performance doesn't improve.

7. Effective Time Management is Essential for Principals.

The reason most major goals are not achieved is that we spend our time doing second things first.

Combat HSPS. Principals are constantly bombarded by urgent tasks, leading to "Hyperactive Superficial Principal Syndrome." Effective time management is not about working harder, but working smarter and deeper by prioritizing high-leverage activities.
Focus on "Big Rocks". Identify the 2-3 key initiatives ("Big Rocks") that will drive student achievement and ensure they get scheduled time before the "gravel" and "sand" of less important tasks fill the day.
Systems and delegation. Use planning systems (year, month, week, day), manage information flow (e-mail, paperwork), and delegate effectively to competent staff. This frees up principal time for crucial instructional leadership tasks like classroom visits, team meetings, and supporting teacher growth.

8. These Four Strategies Create Powerful Synergy.

Mini-observations, curriculum planning, interim assessments, and teacher evaluation rubrics interact and build on each other.

A connected system. The four core strategies—mini-observations, team curriculum unit planning, interim assessment analysis, and rubric-based evaluation—are not isolated initiatives but interconnected components of a powerful system for continuous improvement.
Mutual reinforcement. Curriculum planning provides context for observations. Observations inform curriculum discussions. Interim data reveals the impact of curriculum and teaching, guiding team planning and individual practice. Rubrics synthesize performance across all areas, providing feedback for future planning and action.
Focus on learning. This integrated approach shifts the school's focus from merely teaching to ensuring all students learn. It empowers teacher teams, provides principals with actionable insights, and creates a culture of ongoing reflection and improvement aimed squarely at closing the achievement gap.

Last updated: June 9, 2025