Teacher and Principal Evaluation Policy
The state should meaningfully assess principal performance. This goal was new in 2017.
Objective Student Growth Measures: New Jersey requires that student achievement count for 50 percent of a principal's evaluation rating. If median student growth percentiles (mSGP) are available, then the breakdown is as follows: 30 percent mSGP, 10 percent administrator goals, and 10 percent SGO average. If they are not available, then the breakdown is: 40 percent administrator goals and 10 percent SGO average.
Link to Teacher Effectiveness/Instructional Leadership: New Jersey allows, as an optional component of a principal's practice rating, the use of the Principal Evaluation Leadership Instrument, which measures how well the principal implements the teacher evaluation system in his or her school. Evaluation Leadership had been a required component for the first three years of AchieveNJ. This component is optional beginning school year 2016-2017.
Improvement Plans: New Jersey requires that any principal rated ineffective or partially effective receive additional support through a corrective action plan, which requires one additional observation per year.
Surveys: New Jersey state policy does not mention surveys for the purposes of principal evaluation.
Principal Evaluations: http://www.state.nj.us/education/AchieveNJ/principal/; http://www.nj.gov/education/AchieveNJ/intro/1PagerPrincipals.pdf NJAC 6A:10-5.1 – 5.4
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 Jersey should evaluate its principals—to some degree—on teacher effectiveness and instructional leadership.
Require or explicitly allow surveys.
New Jersey 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 Jersey was helpful in providing NCTQ with facts that enhanced 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.