The data and analysis on this page is from 2019. View and download the most recent policy data and analysis on Principal Effectiveness in South Dakota 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: South Dakota requires that summative ratings for principals are the combination of professional practice and school growth ratings (no mention of weight). School growth is a rating based on: 1) percentage of teachers under a principal's supervision attaining expected or high student growth ratings on teachers' evals; and 2) a school's School Performance Index key indicator ratings, the school's academic progress goal, or some combination.
Link to Teacher Effectiveness/Instructional Leadership: South Dakota requires that standards used to evaluate principals include an instructional leadership domain, which is defined as:
As a result of South Dakota's strong principal effectiveness policies, no recommendations are provided.
South Dakota declined to respond to NCTQ's analyses.
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.