Teacher and Principal Evaluation Policy
The state should meaningfully assess principal performance. This goal remained consistent between 2017 and 2019.
Objective Student Growth Measures: Idaho requires that student achievement count for part of a principal's summative evaluation rating.
Link to Teacher Effectiveness/Instructional Leadership: Idaho requires that a principal's professional practice is assessed as to whether he or she "uses teacher/principal evaluation and other formative feedback mechanisms to continuously improve teacher/principal effectiveness." For example, the extent to which a principal recruits and maintains a high-quality staff is examined.
Improvement Plans: Idaho does not require that all principals rated less-than-effective are placed on improvement plans.
Surveys: Idaho requires a principal's professional practice rating to include at least one of the following: parent input, teacher input, student input, and/or portfolios.
Ensure that principals receiving less-than-effective ratings are placed on a professional improvement plan.
Idaho should adopt a policy requiring principals who receive even one less-than-effective evaluation rating to be placed on structured improvement plans. These plans should identify noted deficiencies, define specific action steps necessary to address these deficiencies, and describe how and when progress will be measured.
Idaho 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.