Teacher and Principal Evaluation Policy
The state should meaningfully assess principal performance. This goal remained consistent between 2017 and 2019.
Objective Student Growth Measures: South Carolina requires that school-level student growth data be included as part of a principal's evaluation rating. Student growth is no longer an independent component of the state's evaluation process but is now embedded as an artifact or a source of supporting evidence for various standards.
Link to Teacher Effectiveness/Instructional Leadership: South Carolina's standards for evaluating principals include instructional leadership and effective management. Exemplary principals must "observe staff and assist in the implementation of effective teaching and assessment strategies to promote student learning."
Improvement Plans: South Carolina requires that all principals establish professional development plans based on identified strengths and weaknesses.
Surveys: South Carolina explicitly allows the use of surveys from parents, community, teachers, and students.
Expanded Program for Assisting, Developing, and Evaluating Principal Performance http://www.ed.sc.gov/scdoe/assets/File/educators/teacher-evaluations/PADEPP%20Guidelines%202017%20FINAL%20PDF%20DOCUMENTS.pdf
As a result of South Carolina's strong principal effectiveness policies, no recommendations are provided.
South Carolina recognized the factual accuracy of 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.