Teacher and Principal Evaluation Policy
The data and analysis on this page is from 2019. View and download the most recent policy data and analysis on Principal Evaluation and Observation in Arizona from the State of the States 2022: Teacher and Principal Evaluation Policies report.
The state should require annual evaluations with frequent observations of all principals. This goal remained consistent between 2017 and 2019.
Evaluation Frequency: Arizona requires annual evaluations for all principals.
Observation/Site Visit Requirements: Arizona's leadership component of principal evaluations is based on observation. The number of required observations/site visits is not articulated in state policy.
Evaluator Training: Arizona requires evaluator training for individuals responsible for evaluating teachers, and requires evaluator training to ensure "to ensure the reliability and validity of the evaluation process." However, a further certification process is not required.
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
Require multiple observations/site visits for all principals.
To ensure that annual evaluations are based on adequate information, Arizona should require multiple observations/site visits for all principals.
Require all principal evaluators to be both trained and certified.
All principal evaluators in Arizona should be trained and certified to conduct principal evaluations on systems that include objective measures. Ensuring that all evaluators are appropriately trained and certified in conducting principal evaluations will help ensure that all evaluators are able to provide principals with fair and valid evaluations.
Arizona recognized the factual accuracy of this analysis. However, the analysis was updated subsequent to the state's review.
7H: Principal Evaluation and Observation
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.