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 North Carolina 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 remained consistent between 2017 and 2019.
Evaluation frequency: North Carolina requires that all principals are evaluated annually.
Observation/site visit requirements: North Carolina requires observation but does not ensure that multiple observations will take place. "The [district] superintendent/designee will visit the school during this period in order to observe the environment and interact with teachers and other members of the school community."
Evaluator training: North Carolina state policy requires evaluator training; however, the state does not require evaluator certification or a process that would ensure inter-rater reliability.
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 multiple observations/site visits for all principals.
To ensure that annual evaluations are based on adequate information, North Carolina should require multiple observations/site visits for all principals.
Require all principal evaluators to be both trained and certified.
All principal evaluators in North Carolina should be trained and certified to conduct principal evaluations on systems that include objective measures. Ensuring that all evaluators are appropriately trained and certified in conducting principal evaluations will help ensure that all evaluators are able to provide principals with fair and valid evaluations.
North Carolina recognized the factual accuracy of this analysis.
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.