Effective Principal Evaluations
Every student deserves an effective principal who ensures high levels of student learning at his or her school. Therefore, the purpose of principal evaluations must be to provide feedback to guide principal professional growth and help to improve principal performance while raising student achievement. Evaluations should reflect the complex responsibilities of a principal’s daily work as it impacts student success. Evaluations should differentiate how to accelerate success, address professional development needs or, as necessary, intervene when there are persistent performance issues. District level evaluators have the obligation to ensure that principals are evaluated fairly, consistently and effectively using multiple methods consistent with the California Professional Standards for Educational Leaders (CPSELs). District leadership must build into the principal evaluation process the impact of the diversity of schools in regard to size, demographics and available resources. Principals should be provided with the resources needed to be truly effective. State and federal policy makers must ensure there is a coherent and comprehensive system to support principal development and leadership.
State and local education agencies, not the federal government, should determine the process for implementing principal evaluations and determine what constitutes an effective principal based on criteria.
Criteria for Effective Principal Evaluations
Evidence of meeting the California Professional Standards for Educational Leaders (CPSELs) must be the overarching criterion for all principals. This includes: 1) A Vision of Learning for all Students, 2) A School Culture Focused on an Effective Instructional Program, 3) An Effective Learning Environment, 4) Collaboration with Families and Community, 5) Ethical Leadership and Professional Growth, and 6) Operating Within a Larger Political, Social, Economic, Legal and Cultural Context.1
The following criteria form the basis of what a quality evaluation process should include but does not have to be limited to:
Evidence of Academic Growth Based on Multiple-Measures2 Evidence that Teacher Evaluations are Effective and Comprehensive3
Evidence of Culturally Responsive Instructional Strategies to Address and Eliminate the Achievement Gap
Evidence of the Ability to Analyze Quality Instructional Strategies and Provide Effective Feedback that Leads to Instructional Improvement
Evidence of High Expectations for All Students and Leadership to Ensure Active Student Engagement and Learning
Evidence of Collaborative Professional Practices for Improving Instructional Strategies 3
Evidence of Effective School Management 4 20
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