Teacher and Principal Evaluation Policy
The state should require annual evaluations with frequent observations of all principals. This goal was new in 2017.
Evaluation Frequency: Connecticut requires annual evaluations for all principals.
Observation/Site Visit Requirements: Connecticut requires that observations of administrator performance and practice comprise 40 percent of the final summative evaluation score. The superintendent or designee must conduct at least two school site observations and should conduct at least four for those new to the district, school, or profession, or for those who have received ratings of developing or below standard in the previous evaluation cycle. Examples of observations include the administrator leading professional development or facilitating teacher teams, observing the administrator working with parents/community members, observing classrooms and instructional quality, or assessing elements of the school culture.
Evaluator Training: Connecticut state policy requires evaluator training; however, the state does not require evaluator certification or a process that would ensure inter-rater reliability.
Guidelines for Educator Evaluation: http://www.connecticutseed.org/wp-content/uploads/2015/09/CT_Guidelines_for_Educator_Evaluation_Updated_2015.pdf
Require all principal evaluators to be both trained and certified.
All principal evaluators in Connecticut should be trained and certified to conduct teacher evaluations on systems that include objective measures. Ensuring that all principals are appropriately trained and certified in conducting teacher evaluations will help ensure that all principals are able to provide their teachers with fair and valid evaluations.
Connecticut recognized the factual accuracy of this analysis.
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.