Which of the following should school principals primarily look for when observing teachers in classrooms for evaluation purposes?

When observing teachers in classrooms for evaluation purposes, school principals should primarily focus on evidence of learning, such as student responses to checks for understanding and student work products. This focus is crucial because it directly reflects the effectiveness of the instructional strategies being implemented in the classroom. By examining how well students are grasping the material, principals can ascertain whether the teaching is meeting its intended goals, which is the heart of effective education.

Looking for student responses and work products allows principals to evaluate not just the delivery of content but also how well students are engaging with and internalizing that content. This approach emphasizes the outcome of the teaching process—student learning—and helps to identify areas where both students and teachers might need additional support or resources.

Other options may have merit in broader evaluations, such as teacher comfort with content or classroom setup, but they do not directly address the core objective of education: student learning and understanding. Thus, focusing on evidences of learning provides the most relevant insights into teaching effectiveness and student success.