Teacher and Principal Evaluation Policy
The state should meaningfully assess principal performance. This goal was new in 2017.
Objective Student Growth Measures: Minnesota requires that principal evaluations must "use longitudinal data on student academic growth as 35 percent of the evaluation and incorporate district achievement goals and targets."
Link to Teacher Effectiveness/Instructional Leadership: Minnesota requires that evaluations must "support and improve a principal's instructional leadership, organizational management, and professional development, and strengthen the principal's capacity in the areas of instruction, supervision, evaluation, and teacher development."
Improvement Plans: Minnesota requires plans of improvement "for principals not meeting standards of professional practice or other criteria." Evaluators must "implement a plan to improve the principal's performance and specify the procedure and consequence if the principal/s performance is not improved."
Surveys: Minnesota state policy requires that districts "allow surveys to help identify a principal's effectiveness, leadership skills and processes, and strengths and weaknesses in exercising leadership in pursuit of school success."
Minnesota Statute 122A.40; 123B.147
As a result of Minnesota's strong principal effectiveness policies, no recommendations are provided.
Minnesota declined to respond to NCTQ's analyses.
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.