Teacher and Principal Evaluation Policy
The state should meaningfully assess principal performance. This goal remained consistent between 2017 and 2019.
Objective student growth measures: Beginning with the 2019-2020 school year, Michigan will require 40 percent of a principal's evaluation to be comprised of student growth and assessment data. Recent legislation delayed this increase one year; for the current 2018-2019 school year, student growth will count for 25 percent.
Link to teacher effectiveness/instructional leadership: Michigan requires that if a principal conducts teacher performance evaluations, then his or her proficiency in using the evaluation tool must be evaluated.
Improvement plans: Michigan requires that principals rated minimally effective or ineffective be placed on improvement plans.
Surveys: Michigan requires that if "student, parent, and teacher feedback" is available, then it must be included as part of a principal's evaluation.
Revised Code Act 451 of 1976 380.1249b SB 122 (2019)
As a result of Michigan's strong principal effectiveness policies, no recommendations are provided.
Michigan was helpful in providing NCTQ with facts that enhanced this analysis. The state added that it also provides technical assistance through workshop models, webinars, and other face-to-face engagement with stakeholders in the field.
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.