October 2, 20134 comments
Let’s start with a statistic: 75% of principals in the U.S. feel their jobs have become too complex.
Brent Staples wrote about principals’ “near impossible” work lives in a recent New York Times commentary piece on the rollout of Chicago’s teacher evaluation system. He reflects on a new analysis that reveals Chicago principals lack the training and time needed to be effective evaluators.
But that’s not all—Staples notes that principals “desperately need better training in how to help teachers improve,” a deficit that defeats the purpose of the evaluation system.