I read the other day that principals across the country spend only 10 percent of their time in classrooms or working on instructional issues, and that reminded me of a New York Times column from this past fall (Principal and Teacher, a Complex Duet) about how hard today's principals are working to evaluate teachers and help implement the Common Core. It stars Chicago's own Clarice Berry.
To some, the piece may suggest that the Common Core and the new evaluation system are impossible.The NYT piece highlights several problems -- lack of time, confusion over test score weighting, and the need for care and trust.
But there's also evidence that teachers and principals in Chicago and elsewhere are up to the challenge:"Eighty-seven percent reported that the evaluator had provided fair and unbiased assessments of their work. Ninety-four percent of school administrators said the classroom observations and the conversations with teachers that followed had deepened the discussion about teaching...Despite the concerns about test scores, the teachers generally believed that the evaluators who observed them were fair and accurate."