Teacher and Principal Evaluation Policy
The state should meaningfully assess principal performance. This goal remained consistent between 2017 and 2019.
Objective Student Growth Measures: Hawaii requires that 50 percent of principal performance is based on schoolwide academic learning and growth and achievement as well as at least one additional outcome indicator.
Link to Teacher Effectiveness/Instructional Leadership: Hawaii requires principals to be evaluated on "professional qualities and instructional leadership," and demonstrate the ability to "[monitor] and continuously improves teaching and learning," as well as "[manage] the organization and systems effectively and provides resources for a safe and high-performing learning environment."
Improvement Plans: Hawaii requires evaluation systems to provide "timely feedback to identify the needs of principals and guide their professional development. The Department shall include systematic and comprehensive staff development for all participants. The staff development support shall be directed both to participant understanding and utilization of the evaluation system and to providing targeted support to principals who are rated marginal."
Surveys: Hawaii explicitly allows school climate/student, parent, and community surveys for the purposes of principal evaluation.
Board of Education Policy 202-4 2018-19 CESSA (Comprehensive Evaluation System for School Administrators) Handbook: http://www.hawaiipublicschools.org/DOE%20Forms/Educator%20Effectivness/CESSAmanual.pdf
As a result of Hawaii's strong principal effectiveness policies, no recommendations are provided.
Hawaii did not respond to NCTQ's request to review this analysis for accuracy.
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.