Teacher and Principal Evaluation Policy
The state should meaningfully assess principal performance. This goal was new in 2017.
Objective Student Growth Measures: Arkansas does not require that student growth play a role in a principal's evaluation rating.
Link to Teacher Effectiveness/Instructional Leadership: Arkansas state policy does not explicitly link principal evaluations and teacher effectiveness/instructional leadership.
Improvement Plans: Arkansas requires that all principals placed in the intensive category must get an Intensive Growth Plan.
Surveys: Arkansas makes optional staff leadership surveys for the purposes of principal evaluation.
2016 Handbook: http://www.arkansased.gov/public/userfiles/HR_and_Educator_Effectiveness/TESS/Handbook%20Jan%202016.pdf HB 1424 (2017)
Require objective measures of student growth to play a role in principal evaluation ratings.
There is a clear link between school leadership and school outcomes. Therefore, Arkansas should require principal evaluations to include objective measures of student growth. This will allow districts to more accurately identify effective principals, who are more adept at attracting and retaining effective teachers.
Make an explicit link between principal evaluation and teacher effectiveness/instructional leadership.
Because the time principals spend on organizational management, instructional programming, and teacher evaluation is critically important for positive effects on both teachers and students, Arkansas should evaluate its principals—to some degree—on teacher effectiveness and instructional leadership.
Arkansas recognized the factual accuracy of this analysis. The state added that it is in the process of moving toward the new Professional Standards for Educational Leaders, and that additional support will be available through its Institutes of Higher Education and the Arkansas Department of Education Leadership Quest.
7G: Principal Effectiveness
Research demonstrates that there is a clear link between school leadership and school outcomes. Principals foster school improvement by shaping school goals, policies and practices, and social and organizational structures. 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. Further, principals affect teacher retention and recruitment; effective principals are more adept at retaining effective teachers and removing ineffective teachers. The time principals spend on organizational management, instructional programming, and teacher evaluation is critically important for positive effects on teachers and students. 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.