By Corey Mitchell
Grisson and Loeb make the case that getting principals to stop inflating evaluations and "give 'truer' ratings" would allow for struggling teachers to get more accurate feedback and pave the path for those who don't improve to leave the profession. They do caution that these changes won't happen without the sort of training that allows principals to "conduct high-quality evaluations that are consistent with district goals and to have constructive feedback conversations."
Grissom, an associate professor of public policy and education, and Loeb, a professor of education, do question whether the results from their work in Miami-Dade, a large urban district, would translate to other types of districts or those using different teacher evaluation systems.
Here's a link to Grissom and Loeb's work.