Teacher and Principal Evaluation Policy
The data and analysis on this page is from 2019. View and download the most recent policy data and analysis on Principal Evaluation and Observation in Maryland from the State of the States 2022: Teacher and Principal Evaluation Policies report.
The state should require annual evaluations with frequent observations of all principals. This goal remained consistent between 2017 and 2019.
Evaluation Frequency: Maryland requires annual evaluations for all principals.
Observation/Site Visit Requirements: Maryland does not articulate any requirements regarding the number of times a principal is observed.
Evaluator Training: Maryland does not include any training requirements in state policy.
COMAR 13A.07.09.04, -.06 Maryland Trainer Guide http://marylandpublicschools.org/about/Documents/OTPE/EvaluTraining/MarylandTrainerGuide.pdf
Require multiple observations/site visits for all principals.
To ensure that annual evaluations are based on adequate information, Maryland should require multiple observations/site visits for all principals.
Require all principal evaluators to be both trained and certified.
All principal evaluators in Maryland should be trained and certified to conduct principal evaluations on systems that include objective measures. Ensuring that all evaluators are appropriately trained and certified in conducting principal evaluations will help ensure that all evaluators are able to provide principals with fair and valid evaluations.
Maryland noted that guidance is provided on the number of observations in the Principal Evaluation Guidebook. Additionally, the state indicated that the number of observations and training requirements will also be included in revised regulations.
NCTQ looks forward to reviewing the state's future progress in polices around Principal Evaluation and Observation.
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.