2017 Teacher and Principal Evaluation Policy
The state should meaningfully assess principal performance. This goal was new in 2017.
Objective Student Growth Measures: Mississippi does not require student growth to play a role in principal evaluations.
Link to Teacher Effectiveness/Instructional Leadership: Mississippi requires that a principal's professional practice is based on administrator standards that include providing "actionable feedback" and implementing "learning structures." To receive the highest rating, a principal:
Rule 14.19 http://www.mde.k12.ms.us/docs/2016-board-agenda/tab-11-educator-and-principal-evaluation-system-sbe-policy.pdf?sfvrsn=2 Professional Growth System Overview: http://www.mde.k12.ms.us/OTC/professional-growth-system Administrator Growth Rubric: http://www.mde.k12.ms.us/docs/teacher-center/administrator-rubric-8-26-16.pdf?sfvrsn=2
Require objective measures of student growth to play a role in principal evaluation ratings.
There is a clear link between school leadership and school outcomes. Therefore, Mississippi should require principal evaluations to include objective measures of student growth. This will allow districts to more accurately identify effective principals, who are more adept at attracting and retaining effective teachers.
Ensure that principals receiving less-than-effective ratings are placed on a professional improvement plan.
Mississippi should adopt a policy requiring principals who receive even one less-than-effective evaluation rating to be placed on structured improvement plans. These plans should identify noted deficiencies, define specific action steps necessary to address these deficiencies, and describe how and when progress will be measured.
Mississippi was helpful in providing NCTQ with the facts necessary for this analysis. The state added that during the review and revision of the teacher evaluation system, a similar review was done to the principal evaluation system. The review resulted in the revision to principal evaluation, now a part of the Professional Growth System. Mississippi noted that its principal evaluation system requires school site visits by principal supervisors using the Administrator Growth Rubric and post-observation feedback conversations.
Mississippi added that a 360 degree feedback instrument is a future component of the principal evaluation system that is being developed for implementation in the 2018-2019 school year. Schoolwide student growth is also a future component of the principal evaluation system.
NCTQ looks forward to reviewing the state's progress in future editions of the Yearbook.
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.