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Guided by three research questions, the analysis focuses on principals’ views of supervision and evaluation, and on differences between novice and experienced principals regarding formative supervision. Findings indicate broad agreement across 19 of 20 statements, with early-career principals valuing classroom walk-through monitoring and evaluation feedback more than experienced peers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/principals-supervision-and-evaluation-cycles-perspectives-from-principals/601729/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/principals-supervision-and-evaluation-cycles-perspectives-from-principals/601729.png","ImageObject",300,407,{"name":92,"@type":93},"ahduag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study on principal supervision and evaluation?","Question",{"text":112,"@type":113},"To examine principals’ perceptions regarding supervision and evaluation within their own evaluations and how those perceptions relate to formative supervision.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and what instrument was used?",{"text":117,"@type":113},"The study used a descriptive quantitative format with a 20-item online survey to measure principals’ perceptions.",{"name":119,"@type":110,"acceptedAnswer":120},"What key differences were observed between novice and experienced principals?",{"text":121,"@type":113},"Principals with three or fewer years of experience reported greater belief that superintendents use classroom walk-throughs to monitor instruction and viewed feedback in evaluations as more valuable than experienced principals.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601729,1792189165,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Principals’Supervision and Evaluation Cycles: Perspectives from Principals  \nThis manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration as a significant contribution to the scholarship and practice of school administration and K-12 education.  \nDavid J. Hvidston  \nUniversity of Wyoming  \nCourtney Ann McKim  \nUniversity of Wyoming  \nIan M. Mette  \nUniversity of Maine  \nThe goals for this quantitative study were to examine principals’perceptions regarding supervision and evaluation within their own evaluations. Three research questions guided the inquiry: (1) What are the perceptions of principals’regarding their own supervision?; (2) What are the perceptions of principals’ regarding their own evaluation?; and (3) What are the perceptions of novice and experienced principals’regarding formative supervision? This study followed a descriptive format and used a 20 item on-line survey to measure principals’perceptions. Participants solicited included 275 principals in a Mountain West state. Overall, principals were in agreement with 19 out of 20 statements describing their own supervision and evaluation, and principals with three or less years of experience believed superintendents used classroom walk-throughs as a way to monitor classroom instruction more than experienced principals. In addition, principals with three or less years of experience viewed the feedback in their evaluations as more valuable than experienced principals.  \nNCPEA Education Leadership Review, Vol. 17, No. 1– May, 2016  \nISSN: 1532-0723 © 2016 National Council of Professors of Educational Administration  \nThe leadership of principals is aligned with gains in student performance (Branch, Hanushek, & Rivkin, 2013 ; Marzano, Waters, & McNulty, 2005) and is second only to classroom instruction as a significant factor influencing student achievement (Leithwood, Louis, Anderson, & Whalstrom, 2004) . Clearly, the leadership of principals is critical in creating and maintaining effective schools. Arne Duncan, Secretary of Education, stated he has “yet to see a great school without a great principal” (Superville, 2014, p. 10) . Strong leadership from the principal is essential when maintaining a trusting climate and culture supporting effective teaching and student achievement (Leithwood, Louis, Anderson, & Whalstrom, 2004; Louis, Leithwood, Whalstrom, & Anderson, 2010) . Despite the emphasis on the importance of principals to the functioning of successful schools, past principal evaluation models have been overlooked as important and many appear superficial (Murphy, Hallinger, & Peterson, 1985; Stronge, 2013), often leading to ambiguity regarding performance expectations and standards (Reeves, 2008) .  \nSimilar to teachers, principals require accurate feedback from evaluation systems to meet district expectations and student improvement goals (Goldring, Cravens, Murphy, Elliot, & Carson, 2009; Range, Young, & Hvidston, 2012) . However, researchers have long critiqued the variety of state and district principal evaluation systems, the haphazard manner by which evaluation systems are implemented, and the inconsistency of evaluation systems (Davis & Hensley, 1999; Ginsberg & Berry, 1990; Harrison & Peterson, 1988; Reeves, 2008) . In an analysis of 68 scholarly and descriptive publications considering principal evaluation, Sanders and Kearney (2011) found practices by principal evaluators lack any consistency for both schools and districts with only 20 primary source publications in peer reviewed journals from 1980 – 2010 (Davis, Kearney, Sanders, Thomas, & Leon, 2011) . This number of peer-reviewed publications provides additional evidence of the scarcity of research regarding the supervision and evaluation of principals.  \nIn sum, a better understanding of how principals perceive the effectiveness of a principal supervision and evaluation system might ultimately improve the performance of principa","cbCaifYuS3dHkANV","https://ap.wps.com/l/cbCaifYuS3dHkANV","pdf",240549,14,"English","# Research Goals and Questions\n# Methods and Survey Findings\n# Context for Principal Evaluation Systems\n## Policy Drivers and Federal Requirements\n## NAESP and NASSP Positions\n# Implications for Practice and Preparation Programs","[{\"question\":\"What is the main purpose of the study on principal supervision and evaluation?\",\"answer\":\"To examine principals’ perceptions regarding supervision and evaluation within their own evaluations and how those perceptions relate to formative supervision.\"},{\"question\":\"How was the study conducted and what instrument was used?\",\"answer\":\"The study used a descriptive quantitative format with a 20-item online survey to measure principals’ perceptions.\"},{\"question\":\"What key differences were observed between novice and experienced principals?\",\"answer\":\"Principals with three or fewer years of experience reported greater belief that superintendents use classroom walk-throughs to monitor instruction and viewed feedback in evaluations as more valuable than experienced principals.\"}]","Principals’ Supervision and Evaluation Cycles - Perspectives from Principals | PDF",1792093322,35]