Teacher and Principal Evaluation Policy
The state should require annual evaluations with frequent observations of all principals. This goal was new in 2017.
Evaluation Frequency: Nebraska requires that all probationary principals are evaluated once a semester. Requirements for nonprobationary principals are not articulated by the state.
Observation/Site Visit Requirements: Nebraska does not articulate any requirements regarding the number of times a principal is observed.
Evaluator Training: Nebraska state policy requires evaluator training; however, the state does not require evaluator certification or a process that would ensure inter-rater reliability.
Nebraska Revised Statute 79-824, -1234, -1236 Nebraska Department of Education Title 92, Chapter 10, 007.06
Require annual formal evaluations for all principals.
All principals in Nebraska should be evaluated annually. Rather than treated as mere formalities, these principal evaluations should serve as important tools for rewarding good principals, helping average principals improve, and holding weak principals accountable for poor performance.
Require multiple observations/site visits for all principals.
To ensure that annual evaluations are based on adequate information, Nebraska should require multiple observations/site visits for all principals.
Require all principal evaluators to be both trained and certified.
All principal evaluators in Nebraska 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.
Nebraska 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.