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 Evaluation and Observation in South Carolina 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: South Carolina requires annual evaluations for all principals. Formal evaluations include all 10 standards and must occur at least once every three years. Standards 2 (instructional leadership) and 10 (student growth) are required during informal years.
Observation/Site Visit Requirements: South Carolina requires that evidence of principal practice be collected through both direct and indirect observations. The state recommends school site visits and observations of principals in action, followed by detailed feedback.
Evaluator Training: South Carolina state policy requires evaluator training; however, the state does not require evaluator certification or a process that would ensure inter-rater reliability.
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
Require all principal evaluators to be both trained and certified.
All principal evaluators in South Carolina should be trained and certified to conduct teacher evaluations on systems that include objective measures. Ensuring that all principals are appropriately trained and certified in conducting teacher evaluations will help ensure that all principals are able to provide their teachers with fair and valid evaluations.
South Carolina was helpful in providing NCTQ with the facts necessary for 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.