Teacher and Principal Evaluation Policy
The state should meaningfully assess principal performance. This goal was new in 2017.
Objective Student Growth Measures: Kansas requires student growth to be a factor in principal evaluations. However, the state does not offer further specifics on how it should affect the overall rating process.
Link to Teacher Effectiveness/Instructional Leadership: Kansas requires that a principal's professional practice is based on the state's Building Leader Evaluation Rubric, which includes Developing Staff: "Building leaders, as instructional leaders, understand the relationship between quality instruction and student learning. Therefore, they promote the success of every student by providing a culture of learning and development for all staff in the school. Building leaders supervise instruction in order to gather information about the strengths and weaknesses of staff and students. The building leader analyzes and uses this information to determine professional development needs and creates plans to address those needs. The professional development opportunities are varied and differentiated in order to develop the instructional and leadership capacity of staff."
Proficiency in this area is evidenced by: staff evaluation, professional development, and distributed leadership.
Improvement Plans: Kansas's state model, Kansas Educator Evaluation Protocol (KEEP), requires Individual Growth Plans for principals who are evaluated as developing or ineffective. However, this is not a requirement for districts that opt to use another evaluation system.
Surveys: Kansas explicitly allows surveys (student, parent, climate) for the purposes of principal evaluation.
Kansas Statute 72-9003 Handbook: http://www.ksde.org/Portals/0/TLA/Educator%20Eval/Training%20Archives/ANN/KSEdEvalSysHdbk%20-%202016-2017.pdf
Ensure that principals receiving less-than-effective ratings are placed on a professional improvement plan.
Kansas 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.
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.