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: Kansas does not require that all principals are evaluated annually. During the first two years of employment, one evaluation per semester is required. During years three and four, principals must be evaluated one time per year. Once principals have been employed for five-plus years, they must only be evaluated once every three years.
Observation/Site Visit Requirements: Kansas does not articulate any requirements regarding the number of times a principal is observed. "[G]ood practice suggests that multiple observations per year should occur for all teachers and principals."
Evaluator Training: Kansas does not include any training requirements in state policy.
Kansas Statute 72-9003 2016-17 Handbook: http://www.ksde.org/Portals/0/TLA/Educator%20Eval/Training%20Archives/ANN/KSEdEvalSysHdbk%20-%202016-2017.pdf
Require annual formal evaluations for all principals.
All principals in Kansas should be evaluated annually. Rather than treated as mere formalities, these principal evaluations should serve as important tools for rewarding good principals, helping average principals improve, and holding weak principals accountable for poor performance.
Require multiple observations/site visits for all principals.
To ensure that annual evaluations are based on adequate information, Kansas should require multiple observations/site visits for all principals.
Require all principal evaluators to be both trained and certified.
All principal evaluators in Kansas 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.
Kansas recognized the factual accuracy of 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.