Teacher and Principal Evaluation Policy
The state should meaningfully assess principal performance. This goal remained consistent between 2017 and 2019.
Objective student growth measures: North Carolina does not require that student growth play a role in principal evaluation ratings.
Link to teacher effectiveness/instructional leadership: North Carolina requires that evaluations include "the accountability measures of teacher retention, teacher support, and school climate."
Improvement plans: North Carolina does not require that principals rated less-than-effective are placed on improvement plans.
Surveys: North Carolina explicitly allows "feedback from parents, students, and the school community."
TCP-C-005 GS 115-C-286.1 http://stateboard.ncpublicschools.gov/policy-manual/evaluations-qualifications/nc-school-executive-evaluation-rubric-and-process-for-school-administrator-evaluation
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, North Carolina 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.
North Carolina 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.
North Carolina recognized the factual accuracy of this analysis.
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.