2017 General Teacher Prep Programs Policy
The state should require annual evaluations with frequent observations of all principals. This goal was new in 2017.
Evaluation Frequency: Idaho requires all principals to be evaluated annually.
Observation/Site Visit Requirements: Idaho does not articulate any requirements regarding the number of times a principal is observed.
Evaluator Training: Idaho state policy requires evaluator training; however, the state does not require evaluator certification or a process that would ensure inter-rater reliability.
Require multiple observations/site visits for all principals.
To ensure that annual evaluations are based on adequate information, Idaho should require multiple observations/site visits for all principals.
Require all principal evaluators to be both trained and certified.
All principal evaluators in Idaho 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.
Idaho recognized the factual accuracy of this analysis. The state added that in order for administrators to recertify (every five years), they must take three semester credits in the statewide framework for teacher evaluations.
For more information about Idaho's recertification requirements, please see 9-A Licensure Advancement.
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.