peer evaluation: IT'S NOT JUST FOR TEACHERS

Leadership, May, 2001 by Libia S. Gil

Significant new components of the evaluation process include the numeric value assignment to benchmarked standards, in addition to separate ratings from self-reflections, peer group and cabinet members (composed of the superintendent and assistant superintendents).

The outcomes generated a range of concerns, ranging from issues of reliability and validity to inconsistent interpretations of performance standards.

The work remains to continue to challenge our thinking, and to behave differently to make a qualitative difference for all children in our schools. We recognize our responsibility to model attributes we want for future generations, and we understand that significant change must begin with ourselves.

Next steps

At recent principals' meetings, key questions framed the discussions for next steps:

* Can the same instrument be adequately used for reflection, growth, evaluation and outcomes for merit pay?

* Can reflective questions be applied to push people out of their comfort zones in peer groups?

* Is what we are measuring what we want?

* Is the tool for performance standards creating uniformity, conformity and/or clarity?

* How do we record growth despite limited outcome measures?

* How do we challenge past practices: philosophy, values, assumptions and behaviors?

One of the greatest barriers to collaborative processes is the limited resource of time. We have established our own Leadership Learning Institute and will be spending quality time together this summer with the support of a major foundation partner. We are attempting to stretch our leadership capacity and acknowledge that it will be a continuous effort for self-improvement and life-long learning.

Finally, we are dedicated to seeking pathways to elevate our own performance, as we are equally committed to higher expectations and performance for our staff and students.

Libia S. Gil is superintendent of Chula Vista Elementary School District.