{"id":4422,"date":"2014-07-30T20:39:17","date_gmt":"2014-07-31T00:39:17","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=4422"},"modified":"2020-09-12T15:50:27","modified_gmt":"2020-09-12T19:50:27","slug":"states-forge-ahead-on-principal-evaluation","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/states-forge-ahead-on-principal-evaluation\/","title":{"rendered":"States Forge Ahead on Principal Evaluation"},"content":{"rendered":"

Since 2010, at least 36 states have adopted laws requiring principals to undergo regular assessments and increasing the rigor of those reviews, according to the National Conference of State Legislatures. This change is in large part due to demands set on school systems by No Child Left Behind and the later waivers granted by the Obama Administration.<\/p>\n

So while principal evaluations are a rarely questioned growing trend, not nearly as much research has been performed about them, meaning that there is a multiplicity of models for principal evaluation in operation across states and districts.<\/p>\n

According to Ellen Goldring, a department chairperson at Peabody College of Education and Human Development at Vanderbilt University in Nashville, Tennessee., the widely varying models demand some serious reform. Dr. Goldring did her own review of principal-evaluation legislation passed between 2009 and 2013. She said there was limited information about how the policies are used; a lack of clarity on the consequences for principals and how feedback is to be presented; and a lack of alignment with principals’ evolving roles, in talent management, data analytics, and building-level autonomy.<\/p>\n

Following are the most prevalent models currently in use:<\/p>\n