Teacher and Principal Evaluation Policy
The state should meaningfully assess principal performance. This goal was new in 2017.
Objective student growth measures: Delaware requires that student growth be a factor in a principal's evaluation rating.
Link to teacher effectiveness/instructional leadership: Delaware requires that principal practice components include assessment based upon whether a principal "increases teacher effectiveness through support and evaluation."
To be rated effective, a principal must:
DPAS-II Guide for Administrators (Principals): http://www.doe.k12.de.us/cms/lib09/DE01922744/Centricity/Domain/377/DPAS%20II%20for%20Administrators%20Guide%20for%20Principals_FINAL_Revised_KB_11.10.16.pdf
Require or explicitly allow surveys.
Delaware should require—or at the very least, explicitly allow—survey data to be included in a principal's evaluation rating. These data could be derived from school climate, teacher, student, or school community surveys and are necessary to provide data about a principal's overall leadership of the school community.
Delaware 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.