Teacher and Principal Evaluation Policy
The state should require annual evaluations with frequent observations of all principals. This goal was new in 2017.
Evaluation frequency: Washington requires annual evaluations for all principals. They must receive comprehensive summative evaluations, which assess all eight evaluation criteria, at least once every four years. In years that comprehensive summative evaluations are not required, focused evaluations must take place (these assess one of the eight criteria, plus professional and student growth activities). Principals in their first three years of employment as principal, principals new to a district, and principals who received a rating of 1 or 2 during the previous year must receive annual comprehensive evaluations.
Observation/site visit requirements: Washington does not articulate any requirements regarding the number of times a principal is observed.
Evaluator training: Washington state policy requires evaluator training; however, the state does not require evaluator certification or a process that would ensure inter-rater reliability.
RCW 28A.405.100 WAC 392-191A-150
Require multiple observations/site visits for all principals.
To ensure that annual evaluations are based on adequate information, Washington should require multiple observations/site visits for all principals.
Require all principal evaluators to be both trained and certified.
All principal evaluators in Washington 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.
Washington 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.