Teacher and Principal Evaluation Policy
The state should require annual evaluations with frequent observations of all principals. This goal was new in 2017.
Evaluation Frequency: Kentucky does not require principals to be evaluated annually.
Observation/Site Visit Requirements: Kentucky state policy does not require observations/site visits for principals.
Evaluator Training: Kentucky state policy requires evaluator training; however, the state does not require evaluator certification or a process that would ensure inter-rater reliability.
704 KAR 3:370 SB 1 (2017)
Require annual formal evaluations for all principals.
All principals in Kentucky should be evaluated annually. Rather than treated as mere formalities, these principal evaluations should serve as important tools for rewarding good principals, helping average principals improve, and holding weak principals accountable for poor performance.
Require multiple observations/site visits for all principals.
To ensure that annual evaluations are based on adequate information, Kentucky should require multiple observations/site visits for all principals.
Require all principal evaluators to be both trained and certified.
All principal evaluators in Kentucky should be trained and certified to conduct teacher evaluations on systems that include objective measures. Ensuring that all principals are appropriately trained and certified in conducting teacher evaluations will help ensure that all principals are able to provide their teachers with fair and valid evaluations.
Kentucky was helpful in providing NCTQ with the facts necessary for this analysis. The state added that per KRS 156:557 and the proposed Framework for Personnel Evaluation, summative evaluation schedules for principals, use of observations (including frequency and protocols), and the training specifics of principal evaluators are determined by the local district and defined in the certified evaluation plan.
7H: Principal Evaluation and Observation
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.