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How do Principals perceive their own Supervision and Evaluation?
College of Education Research Symposium
  • David J. Hvidston, University of Wyoming
  • Bret G. Range, University of Wyoming
  • Courtney A. McKim, University of Wyoming
ED Annex 318
Start Date
7-3-2014 10:35 AM
End Date
7-3-2014 11:30 AM

This study examines the perspectives of principals concerning the ideal principal evaluation and feedback from the supervision and evaluation of principals. Principals were asked two open-ended questions via an online survey. The emerging themes for the first research question were Superintendent Performance, and Principal Evaluation Components. Principals consistently referred to the performance and competency of the superintendent as important in the evaluation of the principals. They identified five components regarding their ideal evaluation including: identified responsibilities, a growth model, student achievement, an instructional leadership focus, and feedback. The emerging themes for the second research question were Reflective Feedback and Specific Feedback Needs. Principals identified three types of reflective feedback including self-directed feedback, self-directed feedback prior to a supervisory conference or evaluation, and feedback following a supervisory conference from a supervisor.

Citation Information
David J. Hvidston, Bret G. Range and Courtney A. McKim. "How do Principals perceive their own Supervision and Evaluation?" (2014)
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