Teacher and Principal Evaluation Policy
The data and analysis on this page is from 2019. View and download the most recent policy data and analysis on Principal Effectiveness in Oregon from the State of the States 2022: Teacher and Principal Evaluation Policies report.
The state should meaningfully assess principal performance. This goal was new in 2017.
Objective Student Growth Measures: Oregon requires that all principals set two goals annually that measure student learning and growth.
Link to Teacher Effectiveness/Instructional Leadership: Oregon requires that all principals are evaluated based on leadership standards, which include "instructional improvement," and require the ability to:
Educator Effectiveness: http://www.ode.state.or.us/search/page/?id=3637 Leadership Standards: http://www.ode.state.or.us/wma/teachlearn/educatoreffectiveness/or-admin-standards.pdf
Require or explicitly allow surveys.
Oregon 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.
Oregon recognized the factual accuracy of this analysis. The state added that its ESSA plan calls for a more intentional focus on professional learning aligned to nationally recognized professional learning standards, and will require districts to analyze evaluation data as part of efforts to integrate and align comprehensive needs assessments and continuous improvement planning.
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.