This toolkit also provides a
model principal evaluation system, including implementation training modules to help districts develop a system that improves principal practice and elevates school and student performance.
In the first year of implementation of a new
principal evaluation system in New Jersey, we found that 99 percent of principals were rated as effective or highly effective.
In that spirit, I hope our policymakers — along with everyone taking part in the development and implementation
of principal evaluation systems — remembers that, just like with our students and teachers, if we want our principals to do something, we have to first teach them how to do it.
These recommendations are informed by our work designing and
implementing principal evaluation systems in partnership with various districts and states, as well as lessons learned while preparing, supporting, and evaluating principals since 2000.
Texas also did not have a
recommended principal evaluation system, despite findings that school leaders are responsible for as much as 25 percent of the total school effect on student learning [1].
Teacher and
principal evaluation systems now emerging in response to federal, state and / or local policy initiatives typically require that a component of teacher evaluation be based on multiple
«I believe Governor Cuomo's recommendations to improve these regulations will lead to an even stronger teacher and
principal evaluation system for New York,» Tisch said in a statement.
However, the ideal situation calls for developing new or revamping
existing principal evaluation systems that incorporate the six essential elements principals deem to be vitally important in measuring and enhancing their leadership.
Offers states a waiver from NCLB's «highly qualified teacher» requirement if they agree to implement innovative teacher and
principal evaluation systems focused on improving the quality of instruction.
U.S. Secretary of Education Arne Duncan said this week that the lack of a provision mandating that states develop teacher and
principal evaluation systems threatens the forward movement of education reform.
The pursuit of high - quality principal assessment reached a milestone in 2006 with the development of the Vanderbilt Assessment of Leadership in Education, or VAL - ED, a research - validated process created by a team from Vanderbilt University and the University of Pennsylvania, and supported by Wallace as an effort to address the lack of valid and
reliable principal evaluation systems.
To offer a single definition of a «highly effective principal» and provide recommendations for federal, state, and local policymakers as they
develop principal evaluation systems and other policies affecting school leaders.
In exchange for relief, the Obama administration required states to adopt education policies it favored, including teacher and
principal evaluation systems linked to student achievement, upgraded academic standards and aggressive turnarounds of the lowest - performing schools.
Among them, Utah asserts its «absolute and exclusive right» to modify Utah Core Standards, SAGE assessments, the Utah Comprehensive Accountability System, and its own teacher and
principal evaluations systems without approval from or sanction by the U.S. Department of Education.
Superintendents» influence in rating principals, their main statutory requirement, even grew constrained as the city's
principal evaluation system grew so formulaic that their input became barely necessary to generate a score.
Chicago Public Schools (CPS) today launched a first of its
kind principal evaluation system that will build upon its efforts to incorporate accountability for student growth while providing support to help principals succeed as school leaders.
In 2011, changes in the Minnesota Legislature required districts to establish
formal principal evaluation systems and job descriptions aligned to district goals and to include observations and data on student growth in their reporting.
In an article for the State Education Standard, New Leaders co-founder Ben Fenton describes what states can do to
ensure principal evaluation systems result in real instructional improvement across schools and districts.
He has authored several publications on principal evaluation design, including the Practical Guide to Designing
Comprehensive Principal Evaluation Systems (2011), The Five Essential Practices of School Leadership (2014), Framework for Evaluating Assistant Principal Performance (2015), and Quality School Leadership Identification (2010) guides.
He has worked closely with districts in Idaho, Maine, Missouri, New York, and the U.S. Virgin Islands to design practical and
fair principal evaluation systems, and co-wrote Rethinking Principal Evaluation (2012), which was published by National Association of Elementary School Principals and National Association of Secondary School Principals.
A new state waiver option was approved Wednesday offering districts relief from virtually any part of the Education Code if they have also established new teacher and
principal evaluation systems partially based on student performance.
Principal Evaluation Takes Center Stage Joseph Murphy, Ellen Goldring, and Andrew Porter Foundational, process, and outcome principles are essential components
of principal evaluation systems.
In addition, the ESC of Lake Erie West has worked collaboratively with the ESCs in northwest Ohio to roll out a number of ODE initiatives (e.g. the Resident Educator Program, the
Ohio Principal Evaluation System, and the Ohio Teacher Evaluation System).
It's also a notable shift from the original version of the Senate bill, which required every district to develop teacher and
principal evaluation systems based on multiple measures, including student achievement and classroom observations.
Ten days ago, Superintendent Sharon Contreras briefed the city's Board of Education on the results of the first year of implementation of the «Annual Professional Performance Review» (APPR) plan, a fancy phrase for the new statewide teacher and
principal evaluation system in New York.
Until recently, Texas did not have a
recommended principal evaluation system, despite findings that school leaders are responsible for as much as 25 percent of the total school effect on student learning (Liethwood, Louis, Anderson, & Walhstrom, 2004).
Teacher and
principal evaluation systems now emerging in response to federal, state and / or local policy initiatives typically require that a component of teacher evaluation be based on multiple performance metrics, which must be combined to produce summative ratings of teacher effectiveness.
The policy paper, «Principals Matter — Principal Evaluations from a Teacher Perspective,» lays out six changes to the
current principal evaluation system that would better link the ratings of school leaders to the quality of support they provide teachers.
That is why the State Education Department's current process to develop a teacher and
principal evaluation system is critically important.»