The data and analysis on this page is from 2019. View and download the most recent policy data and analysis on Principal Effectiveness in Connecticut from the State of the States 2022: Teacher and Principal Evaluation Policies report.
The state should meaningfully assess principal performance. This goal remained consistent between 2017 and 2019.
Objective Student Growth Measures: Connecticut requires that multiple student learning indicators count for 45 percent of a principal's evaluation rating.
Link to Teacher Effectiveness/Instructional Leadership: Connecticut requires that teacher effectiveness outcomes count for 5 percent of a principal's evaluation rating. Acceptable measures of teacher effectiveness outcomes include:
Guidelines for Educator Evaluation: https://portal.ct.gov/-/media/SDE/Evaluation-and-Support/Guidelines_for_Educator_Evaluation_2017.pdf?la=en 2017 SEED Handbook https://portal.ct.gov/-/media/SDE/SEED/2017_SEED_Handbook.pdf?la=en
As a result of Connecticut's strong principal effectiveness policies, no recommendations are provided.
Connecticut 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.