Teacher and Principal Evaluation Policy
The state should meaningfully assess principal performance. This goal was new in 2017.
The principal evaluation systems required in Connecticut, Florida, and South Dakota all adequately address effectiveness of school administrators. These three states not only require objective student growth measures to be included in a principal's overall evaluation rating, but they also link principal evaluations to teacher effectiveness/instructional leadership. Florida requires that at least one-third of a principal's evaluation rating be based on instructional leadership. Connecticut requires that teacher effectiveness outcomes count for 5 percent of a principal's evaluation rating. South Dakota's standards used to evaluate principals include an instructional leadership domain.
Further, all three states require improvement plans for ineffective principals, and surveys are either required or explicitly allowed. Connecticut requires that stakeholder feedback, which must include feedback from teachers and parents, comprise 10 percent of a principal's evaluation rating. South Dakota allows the use of surveys from parents, teachers, students, and the community, and Florida allows input from parents and teachers to contribute to a principal's evaluation rating.
Yes. State requires surveys.: CO, CT, GA, MA, MI, MS, UT, WV
Yes. State explicitly allows surveys.: AK, AR, AZ, DC, FL, HI, ID, KS, MN, MO, NC, ND, NV, PA, RI, SC, SD, TN, TX, VA, VT, WI
No. State explicitly prohibits surveys.: NY
No. State is silent regarding surveys.: AL, CA, DE, IA, IL, IN, KY, LA, MD, ME, MT, NE, NH, NJ, NM, OH, OK, OR, WA, WY
7G: Principal Effectiveness
Research demonstrates that there is a clear link between school leadership and school outcomes.[1] Principals foster school improvement by shaping school goals, policies and practices, and social and organizational structures.[2] Principals vary significantly in their effectiveness, and research suggests that high-quality principals positively affect student achievement, in-school discipline, parents' perceptions of schools, and school climates.[3] Further, principals affect teacher retention and recruitment;[4] effective principals are more adept at retaining effective teachers and removing ineffective teachers.[5] The time principals spend on organizational management, instructional programming, and teacher evaluation is critically important for positive effects on teachers and students.[6] Because principals are an essential component of creating successful schools, their effectiveness should be regularly evaluated by trained evaluators on systems that include objective measures. Such systems will help to ensure that all principals receive the feedback and support necessary to improve their practice and, ultimately, student and school outcomes.