2019 Teacher and Principal Evaluation Policy
The state should require annual evaluations with frequent observations of all principals.
Evaluation Frequency: Maine does not require annual evaluations for all principals. State policy indicates that principals must be evaluated "on a regular basis."
Observation/Site Visit Requirements: Maine requires that "observations of professional practice, formative feedback and continuous improvement conversations must occur throughout the year for all educators."
Evaluator Training: Maine state policy requires evaluator training; however, the state does not require evaluator certification or a process that would ensure inter-rater reliability.
Maine Revised Statutes Title 20-A, Part 6, Chapter 508
Require annual formal evaluations for all principals.
All principals in Maine 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 all principal evaluators to be both trained and certified.
All principal evaluators in Maine 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.
Maine indicated that training is designed to ensure a high level of inter-rater reliability and agreement. Additionally, in order to continue to serve as a trained evaluator, an evaluator must maintain an identified minimum level of inter-rater reliability and agreement by participating in training or recalibration at intervals specified in the PEPG system 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.