Teacher and Principal Evaluation Policy
The state should require annual evaluations with frequent observations of all principals. This goal remained consistent between 2017 and 2019.
Evaluation Frequency: New Jersey requires that all principals are evaluated annually.
Observation/site Visit Requirements: New Jersey requires that principal practice is based on observation, which may include a school walk-through, staff meetings, parent conferences, or other significant school events. Nontenured principals must be observed at least three times. Tenured principals must be observed at least twice.
Evaluator Training: New Jersey requires evaluator training, along with refresher training sessions. Chief school administrators must annually certify that all supervisors have completed training on and demonstrated competency in applying evaluation rubrics.
Principal Evaluations: http://www.state.nj.us/education/AchieveNJ/principal/ NJAC 6A:10-5.1 – 5.4
As a result of New Jersey's strong principal evaluation and observation policies, no recommendations are provided.
New Jersey 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.