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 Mississippi 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 was new in 2017.
Evaluation Frequency: Mississippi requires all principals to be evaluated annually.
Observation/Site Visits Requirements: Mississippi requires observations/site visits for its principal evaluations.
Evaluator Training: Mississippi state policy requires evaluator training; however, the state does not require evaluator certification or a process that would ensure inter-rater reliability.
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 all principal evaluators to be both trained and certified.
All principal evaluators in Mississippi should be trained and certified to conduct teacher evaluations on systems that include objective measures. Ensuring that all principals are appropriately trained and certified in conducting teacher evaluations will help ensure that all principals are able to provide their teachers with fair and valid evaluations.
Mississippi was helpful in providing NCTQ with the facts necessary for this analysis. The state added that both schoolsite observations and feedback conversations are required for principals and reiterated that training on the system is also required for the observers of principals.
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.