Teacher and Principal Evaluation Policy
The state should meaningfully assess principal performance. This goal remained consistent between 2017 and 2019.
Objective Student Growth Measures: Arizona requires that measures of academic progress at the school level count for between 33 percent and 55 percent of a principal's evaluation rating. Data from state tests must be included as at least one of the school-level data elements.
Link to Teacher Effectiveness/Instructional Leadership: Arizona requires that a principal's professional practice is based on administrator standards that include the following: "Effective educational leaders develop the professional capacity and practice of school personnel to promote each student's academic success and well-being." Effective principals must:
Arizona Revised Statute 15-203, -503; Arizona Administrative Code R7-2-603 2018 Arizona Framework for Measuring Effectiveness https://cms.azed.gov/home/GetDocumentFile?id=57ed9958aadebe0bd08a76fa
Ensure that principals receiving less-than-effective ratings are placed on a professional improvement plan.
Arizona should adopt a policy requiring principals who receive even one less-than-effective evaluation rating to be placed on structured improvement plans. These plans should identify noted deficiencies, define specific action steps necessary to address these deficiencies, and describe how and when progress will be measured.
Arizona recognized the factual accuracy of this analysis.
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.