How to Maximize the Impact of Your Evaluation and Feedback System

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Current State

After 22 years of teaching, Angela is questioning her role and impact in education. While she loves her students, she often wonders if she’s making a difference. A recent conversation with a former student who credited her support for his success offered a brief moment of validation, but such moments are rare. The increasing demands of the job, coupled with heightened student anxiety and challenging behaviors, are taking a toll. Although David, her principal, praises her work, she doubts he truly understands her classroom struggles or her thoughts about leaving education for her sister's business.

Similarly, David is overwhelmed by the responsibilities of being a principal. He finds the evaluation system compliance-driven and demanding of his time, making it hard to address immediate student behavior issues and substitute shortages. He feels pressured to complete evaluations quickly, despite believing that connecting with his staff is crucial for morale.

David isn’t aware of research such as Linda Darling-Hammond's, which indicates teachers desire more from evaluation systems—they want constructive feedback that supports their growth and effectiveness. Darling-Hammond asserts that teachers "crave useful feedback and the challenge and counsel that would enable them to improve.  Far from ducking the issue of evaluation, they want more robust systems that are useful, fair, and pointed at productive development" (Darling-Hammond, 2015).

Primary Concerns

Many educators, like David and Angela, seek professional connection and dialogue but are engulfed in daily operations. This lack of reflection on their effectiveness contributes to stress and burnout, especially in environments where administrative inefficiencies hinder quality work, leading to high turnover rates (Carver-Thomas & Darling-Hammond, 2017). Administrators often feel buried under demands from staff, students, and the community, while teachers may feel unnoticed and unappreciated.

Lack of Systems

Administrators can become consumed by urgent issues, losing sight of long-term priorities. Ineffective systems fail to address critical areas like student behavior and staff shortages. A recent study from the Wallace Foundation underscores the findings that strong principal performance hinges on not only people and instructional skills but mastery of organizational skills as well (Wallace, 2021).

Lack of Intentional and Meaningful Support

Additionally, post-classroom observation conferences and administrator meetings with their staff often lack meaningful conversations about possibilities for greater impact with students and staff, focusing instead on reporting past events and giving advice. Educators and administrators seek focused, actionable feedback rather than simple recognition of efforts and evaluator driven solutions. They need coaching that builds their confidence and problem-solving skills.

Research shows that this type of support is vital in addressing educator dissatisfaction and burnout (McLain et al., 2024). Like David, evaluators of teachers and principals may think that casual conversations showing care, support, and general encouragement are enough to sustain employee engagement. In fact, all employees are craving recognition for specific efforts and feedback for continued growth at regular intervals.

The Benefits of an Effective Evaluation System

Improved Student Outcomes Due to Effective Instruction

The ultimate goal of any educational institution is to enhance student outcomes. Effective evaluation systems built on coaching and feedback play a crucial role in achieving this objective. Research findings from Stronge and Associates demonstrate that there is a direct correlation between teacher performance and student achievement. Teachers with higher scores on standards-based evaluations produce more student learning gains than teachers with lower evaluation scores (Stronge, 2018). As Angela improves specific teaching practices based on evidence of what is and is not working, her students improve as well. 

Retention of High-Quality Staff

Effective evaluation systems can increase teacher and administrator retention rates. In addition to teachers leaving in record numbers, a survey of principals from the National Association of Secondary School Principals (NASSP) found that “Principals in every state are facing enormous challenges resulting in significant stress with no end in sight,” and that “One out of two school leaders claim their stress level is so high they are considering a career change or retirement (NASSP, 2022). High-quality leaders and educators are essential for school success, and retaining them is crucial. 

Effective evaluation processes that include meaningful feedback help educators feel valued and supported in their professional growth. Gallup research highlights that regular feedback is crucial for enhancing employee job satisfaction and retention (Gallup, 2024). Key findings include the need to provide clear expectations, frequent feedback, a clear path for career development, and recognition of improvement which enhances workplace culture and engagement.

According to research from the National Center for Teacher Effectiveness, teachers who perceive their evaluation processes as fair and beneficial are less likely to seek employment elsewhere. By investing in evaluation systems that prioritize professional development, schools can foster a supportive environment that encourages retention (2019).

Maximizing Evaluation and Feedback

Performance evaluation does not have to conjure negative thoughts and feelings. On the contrary, it can be the energizing glue that holds all of the school and district plans and initiatives together. To realize this, leaders must free up the time to establish and consistently implement effective systems, be intentional about the support they provide, and ensure meaningful feedback is implemented for improvement. Consider these steps when deciding to be proactive in growing and retaining highly qualified staff who are satisfied with their own performance.

Build Systems of Organization

According to James Stronge, the vast majority of a principal’s time deals with organizational management. Effective systems give an administrator more time for instructional leadership, including coaching and feedback. Additionally, as principal effectiveness in managing tasks with positive outcomes increases, teacher turnover decreases by 20% (Stronge, 2024). Organizational systems are critical to have in place so the urgent doesn’t overshadow the important. The Tyranny of the Urgent, written by Charles Hummel in 1967, speaks to the tensions between sacrificing what is most important for what is an immediate need. Many principals feel the need to “fix” things and are offered immediate satisfaction when they are able to help. Although seemingly helpful, this can increase staff dependence on the leader and decrease the ability of others to solve problems on their own.

Without systems of organization and procedures that address the largest issues of time in any school, leaders cannot focus on instructional leadership and coaching strategies for continuous improvement. Systems are needed for behavior expectations, academic concerns, parent concerns, crisis situations, and recognizing accomplishments, just to name a few. Intentional systems that focus on addressing concerns proactively and deal with issues as they arise efficiently and effectively must be in place and monitored frequently if systems of feedback and evaluation are to be successful.

Build Intentional and Meaningful Feedback Systems

In addition to management systems, it is critical to establish a systemic approach to feedback that guides all district and building initiatives. The problem of an ineffective feedback system often stems from the lack of understanding of the intention of feedback. David views feedback as a compliance issue instead of a way to foster growth in staff and students. A structured system that involves goal setting based on student needs, focused feedback based on the specific area of practice the staff member seeks improvement in, and professional development based on both individual and collective staff needs is key. Studies indicate that targeted training based on evaluation data leads to more substantial improvements than generic approaches (Blazer et al., 2018, Stronge, 2018).

Effective feedback is not advice. A coaching approach allows David to provide specific, evidence-based feedback in the area(s) in which Angela identifies she wants to grow, thus shifting David’s feedback from suggestions to guided reflection, fostering innovation and improvement that comes from the staff members themselves. Research shows that this coaching approach to administrator feedback enhances teachers’ self-efficacy, which correlates with improved student achievement (Mireles-Rios et al., 2019).

Integrating feedback into the educational environment fosters open communication and collaboration not only between employees and their evaluators but with colleagues as well. In a culture of growth and authenticity, Angela and David problem-solve with colleagues to improve. This culture of continuous feedback and improvement motivates educators to support one another, enhancing the performance of the entire school community and ultimately having a positive impact on educational outcomes for all students. 

How to Build a Culture of Continuous Improvement

James Stronge emphasizes the significance of effective feedback mechanisms. His work, along with CESA 6 Growth & Development, underscores several key principles, and the Effectiveness Project Evaluation Systems have incorporated these insights into system processes to harness the positive impact of employee evaluation.

Insights from Dr. James Stronge and their Implementations and Implications

Insight: Systems for Organizational Management

Schools must be managed in a proactive manner to reduce workload and enhance effectiveness, leading to a climate of control and well-being.

Implementation Process

• Identify issues that require systems to be in place
• Gain stakeholder insights when determining how systems might best  serve them
• Determine how frequently each system is to be monitored for effectiveness

Implications for Actions

• Clearly communicate the intentions of each system
• Train on the process and procedures associated with each system
• Check with individuals responsible at each step for their understanding and ability to do their part within the system
• Measure the system’s effectiveness as well as stakeholder satisfaction

Insight: Standards-Based Evaluation

Evaluations must be grounded in clear, research-based standards to help educators understand the criteria by which they are assessed, leading to more meaningful and targeted feedback.

Implementation Process

• New Evaluator of Teachers Training for Evaluators
• Teacher and Educational Specialist system training resources available
• The employee engages in a Self Assessment of strengths and areas for growth within the standards 

Implications for Actions

• Ensure employees are trained and understand the evaluation standards and system
• Promote a culture of authenticity and vulnerability while modeling the growth process
• Clearly communicate timelines for processes
• Direct employees to the numerous resources available to support them
• Ensure all understand and are able to use the Frontline Education platform - which leverages technology to streamline the evaluation process, making it more efficient and accessible

Insight: Goal Setting

When educators engage in specific, measurable goal setting aligned with both individual aspirations and institutional objectives, they are more likely to engage in practices that lead to improvement.

Implementation Process

• The employee determines a Student Learning (or Program) Objective based on data
• The employee determines a goal for their Professional Development that will help them meet the needs of students
• The employee identifies a Focus Area in which they want to collect evidence and engage in dialogue to improve

Implications for Actions

• Conduct goal-setting conferences that guide the employee toward clarity of student needs, strategies to employ, and success criteria

Insight: Formative and Summative Assessments

Formative processes, which occur throughout the academic year to provide ongoing feedback enable educators to make adjustments in real-time, and summative evaluations, which assess performance at the end of a designated period to help in recognizing overall effectiveness, are both crucial for fostering an environment of growth. 

Implementation Process

• The evaluator collects focused Observation Evidence and wonderings within the Observation Evidence and Feedback Form 
• The educator reflects on practice within the Educator Reflection section 
• The evaluator summarizes the face-to-face or written feedback and next steps to help the educator hold themself accountable for improvement
• The educator includes Artifacts as desired to demonstrate practice within all standards
• Mid-year SLO/SPO progress reviews help determine growth through empirical evidence and data

Implications for Actions

• Employ coaching skills during conversations to provide current evidence that guides educator reflection and next steps
• Build upon growth in practice from one observation to the next
• Encourage educator voice within the evaluation process through artifacts and reflection
• Provide time for data discussions and reflection both individually and within professional learning groups

Insight: Collaboration and Support

When educators engage in peer evaluations and receive mentorship, the feedback becomes more comprehensive and constructive. This collaborative approach fosters a sense of community and shared responsibility for student success.

Implementation Process

• Leverage Standard 6, Professionalism, for teachers, and Standard 2, Communication and Collaboration, for educational specialists on professional practice 

Implications for Actions

• Bring educators with common focus areas together during staff meetings or professional development time to discuss strategies, evidence of impact with students, and next steps toward improvement
• Plan, train on, and provide for peer observations of practice
• Ensure measures of progress are scheduled across the organization as needed
• Develop mentoring programs that reflect on the standards of effective practice

Insight from CESA 6 Growth & Development

Employ coaching conversations to guide reflection, innovation, and ownership of next steps toward improvement.

Implementation Process

• Engage in coaching training and/or tandem observation training to apply coaching skills
• Identify areas of growth within your practice of validating, asking curious questions, and forwarding actions that help educators hold themselves accountable
• Engage in Evaluator Recertification which includes calibration and collaborative activities that foster growth in evaluation practices

Implications for Actions

• Communicate the intentions of the feedback conversations
• Model reflective coaching conversations
• Have staff engage in coaching conversations during grade level, department, or PLC meetings
• Elicit feedback on the effectiveness of your coaching

Conclusion

Employee evaluations and feedback are essential for creating a thriving learning environment and fostering a culture of excellence in education. Research highlights the transformative power of specific, research-based feedback, which boosts employee effectiveness, elevates student outcomes, and enhances staff retention.

By committing to effective systems of organizational management and prioritizing robust evaluation systems, educational institutions can empower educators like David and Angela to unlock their full potential, find fulfillment in their careers, and create enriched learning experiences for their students.

References

Darling-Hammond, L.; (2015), Getting Teacher Evaluation Right: What Really Matters for Effectiveness and Improvement, Teachers College Press.

Kraft, Matthew A.; Blazar, David; Hogan, Dylan; (August 2018) The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence, (Review of Educational Research, v88 n4 p547-588)

Mireles-Rios, Rebecca; Becchio, John A.;Roshandel, Shad; (Summer 2019) Teacher Evaluations and Contextualized SelfEfficacy: Classroom Management, Instructional Strategies and Student Engagement ,i, (JSARD ISSN: 2470-850X Online Vol. 4, Issue 1, pp. 6-17 JSARD.org)

McLain, Denise and Nelson, Bailey; (Gallup 1/1/22 updated 1/19/24) How Effective Feedback Fuels Performance, gallup.com/workplace.

National Association of Secondary School Principals,(2022) Survey of Principals and Students Reveals the Extent of Challenges Facing Schools, https://www.nassp.org/news/nassp.

National Council of Teachers of English, (July 30, 2019), Shifting from Professional Development to Professional Learning: Centering Teacher Empowerment, ncte.org.

Stronge & Associates, LLC, (2018) Does Teacher Evaluation Improve Schools and Student Learning? What Does Research Say?, https://strongeandassociates.com.

Stronge, James; Effective School Administrators Matter, (2024), Presentation at CESA 6 Effectiveness Project Impact Coach Meeting 9/24/24.

Wallace Foundation, (February, 2021), How Principal Affect Students and Schools, wallacefoundation.org.