Teacher and Principal Evaluation Policy
The state should meaningfully assess principal performance. This goal remained consistent between 2017 and 2019.
Objective Student Growth Measures: Illinois requires that "data and indicators of student growth" must count for at least 30 percent of a principal's evaluation rating.
Link to Teacher Effectiveness/Instructional Leadership: Illinois requires that professional practice, which comprises at least 50 percent of the evaluation rating, be based on the Illinois Standards for Principal Evaluation. Indicators under the "Improving Teaching and Learning" standard include:
23 IAC 50.300, -.310, -.320 Illinois Standards for Principal Eval ftp://www.ilga.gov/jcar/admincode/023/02300050ZZ9996AR.html
Ensure that principals receiving less-than-effective ratings are placed on a professional improvement plan.
Illinois 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.
Require or explicitly allow surveys.
Illinois 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.
Illinois recognized the factual accuracy of this analysis and was helpful in providing 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.