Teacher and Principal Evaluation Policy
The state should meaningfully assess principal performance. This goal remained consistent between 2017 and 2019.
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): https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/377/DPAS%20II%20for%20Administrators%20Guide%20for%20Principals_REVISED%20August%202017.pdf Proposed changes to Delaware Administrative Code 108A approved at state board meeting on 5/16/19 https://drive.google.com/open?id=0B2_9t8neBoyAcmJxTnQ5Qkx5aXJpZER0a2JxdnlNdVpraUl3 14 Delaware Administrative Code 108A
As a result of Delaware's strong principal effectiveness policies, no recommendations are provided.
Delaware recognized the factual accuracy of this analysis and was helpful in providing NCTQ with facts that enhanced 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.