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 New York 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 was new in 2017.
Evaluation Frequency: New York requires annual evaluations for all principals.
Observation/Site Visit Requirements: New York requires multiple observations for all principals. At least one observation is conducted by a supervisor or other trained administrator; a second is conducted by one or more impartial, independently trained evaluators selected and trained by the district. One of the mandatory visits must be unannounced. An optional third component allows for a school visit by a trained peer administrator who has been rated overall effective or highly effective the prior school year.
Evaluator Training: New York requires that evaluators, including impartial and independent observers and peer observers, be appropriately trained. Lead evaluators must be certified. Districts must ensure that all evaluators maintain their inter-rater reliability over time. Lead evaluators must also be periodically re-certified.
Education Law 3012-D http://www.regents.nysed.gov/common/regents/files/meetings/Revised%20Subpart%2030-2%2030-3_0.pdf
As a result of New York's strong principal evaluation and observation policies, no recommendations are provided.
New York was helpful in providing NCTQ with facts that enhanced 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.