**6. Conclusion**

As noted by the participants, the past 10 years have seen a dramatic shift in the duties of principals. Traditionally, the role of principal was filled with managerial, administrative, and financial tasks. Now, principals are primarily tasked with serving as instructional leaders to the teachers and students under their purview. These changes in their roles consequently demand a higher caliber of principal supervisors to prepare them to be able to fulfill their responsibilities in a way that maximizes quality teaching and student achievement. The principal evaluation process, particularly the formative portion can serve as an excellent medium for delivering careful mentoring and professional development to principals. During the formative evaluation, the principal supervisor can provide actionable, differentiated, and effective feedback to guide principals through a course of action that will directly improve their leadership capabilities.

When principals participate in the formative evaluation, they begin to see the improvement process as a continuous and adaptive process that is more than just a one-time event. This allows them to continually identify and improve upon areas of weakness in supervisory sessions with their principal supervisors. Alkaabi [6] found that principals were unable to improve in substantial ways without a solid structure that incorporated a developmental and consistent approach to the formative evaluation to prepare them for the summative evaluation at the end of the year. His conclusion followed the assertion that evaluation and supervision are intertwined in a cyclical process where regular formative activities set the stage for the summative review, which in turn provides an overall view of where the next formative segment should pick up.

The findings of this chapter shed light on the current responsibilities of principal supervisors, highlighting the obstacles they face in their day-to-day work at the school and the long-lasting effects they can have on the professional behaviors and practices of their assigned principals. In order to produce the desired best outcome of the supervisory relationship, the quality of principal leadership requires continuous checking and oversight. Without strict oversight, school administrators are bereft of the direction they need to fast-track their careers and discover opportunities to build

on their prior teaching experiences. After all, the backbone of the principal evaluation process is the principal supervisor, who ensures principals are robustly equipped with effective and adaptable instructional leadership capabilities. As principal supervisors are the primary catalyst for improvement, school districts should spare no effort in finding highly skilled and experience supervisor who have a deep passion for cultivating the best in principals, who can then create excellent schools.
