In an effort
to provide ongoing
feedback to teachers during the course of the school year, measure annual student growth, and move
beyond narrowly - focused bubble tests, the U.S. Department of Education has awarded two groups of states grants
to develop a new generation of tests.
Beginning in 2008, CPS piloted the Excellence in Teaching Project, a more robust evaluation system that was the first step in moving
beyond the rudimentary checkboxes that failed
to delineate great teaching or
to provide meaningful
feedback to teachers and administrators.
While these assumptions have an attractive ring
to them, they rest on shaky ground, at best; the evidence
to date suggests that few principals have made the time and demonstrated the ability
to provide high quality instructional
feedback to teachers.17 Importantly, the few well - developed models of instructional leadership posit a set of responsibilities for principals that go well
beyond observing and intervening in classrooms — responsibilities touching on vision, organizational culture, and the like.18