Teacher and Principal Evaluation Policy
The state should meaningfully assess principal performance. This goal was new in 2017.
Objective Student Growth Measures: New Hampshire does not require that student growth play a role in a principal's evaluation rating. The state's Principal Evaluation Task Force has recommended the use of student growth.
Link to Teacher Effectiveness/Instructional Leadership: New Hampshire state policy does not explicitly link principal evaluations and teacher effectiveness/instructional leadership.
Improvement Plans: New Hampshire does not require that principals rated less-than-effective be placed on improvement plans.
Surveys: New Hampshire state policy does not mention surveys for the purposes of principal evaluation.
Principal Evaluation Task Force Report: http://education.nh.gov/teaching/documents/principal-report.pdf New Hampshire Code 189:14-a
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, New Hampshire 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.
Make an explicit link between principal evaluation and teacher effectiveness/instructional leadership.
Because the time principals spend on organizational management, instructional programming, and teacher evaluation is critically important for positive effects on both teachers and students, New Hampshire should evaluate its principals—to some degree—on teacher effectiveness and instructional leadership.
Ensure that principals receiving less-than-effective ratings are placed on a professional improvement plan.
New Hampshire 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.
Require or explicitly allow surveys.
New Hampshire should require—or at the very least, explicitly allow—survey data to be included in a principal's evaluation rating. These data could be derived from school climate, teacher, student, or school community surveys and are necessary to provide data about a principal's overall leadership of the school community.
New Hampshire recognized the factual accuracy of this analysis. The state added that it is currently involved in a Principal Preparation and Pipeline project with the National Governor's Association. Through this project, New Hampshire is receiving both technical assistance and funding to develop standards for principal certification and preparation, as well as to explore supply and demand issues related to the principalship.
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.