Principal Effectiveness: Tennessee
Teacher and Principal Evaluation Policy
Note
The data and analysis on this page is from 2019. View and download the most recent policy data and analysis on Principal Effectiveness in Tennessee from the State of the States 2022: Teacher and Principal Evaluation Policies report.
Analysis of Tennessee's policies
Objective Student Growth Measures: Tennessee requires that principal evaluations be comprised of 50 percent student achievement data: 35 percent is attributed to school-level value-added ratings, and 15 percent is based on other measures of student achievement.
Link to Teacher Effectiveness/Instructional Leadership: Tennessee requires that principals are evaluated on its Instructional Leadership Standards, which includes "a review of the quality of the principals' teacher evaluations."
Improvement Plans: Tennessee does not require that principals rated less-than-effective be placed on improvement plans.
Surveys: Tennessee requires that principal evaluations include school climate and/or teaching and learning conditions surveys.
Recommendations for Tennessee
Ensure that principals receiving less-than-effective ratings are placed on a professional improvement plan.
Tennessee should adopt a policy requiring principals who receive even one less-than-effective evaluation rating to be placed on structured improvement plans. These plans should identify noted deficiencies, define specific action steps necessary to address these deficiencies, and describe how and when progress will be measured.
State response to our analysis
Tennessee was helpful in providing facts that enhanced this analysis.
Updated: June 2019
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Tennessee
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How we graded
7G: Principal Effectiveness
- Student Growth: The state should require objective measures of student growth to be used in part to determine principal effectiveness.
- Evaluation and Instructional Leadership: The state should require principal evaluations to contain an explicit link to teacher effectiveness or instructional leadership.
- Improvement Plans: The state should require that all principals who are rated as less than effective be placed on improvement plans.
- Surveys: The state should require or explicitly allow surveys (e.g., school climate, teacher, student, school community) to be used in part to determine principal effectiveness.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if it requires objective measures of student growth to be used in part to determine principal effectiveness.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if principal evaluations contain an explicit link to teacher effectiveness or instructional leadership.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if it requires principals who have been rated as ineffective to be placed on improvement plans.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if it requires or explicitly allows surveys (e.g., school climate, teacher, student, school community) to be used in part to determine principal effectiveness.
Research rationale
Research demonstrates that there is a clear link between school leadership and school outcomes.[1] Principals foster school improvement by shaping school goals, policies and practices, and social and organizational structures.[2] 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.[3] Further, principals affect teacher retention and recruitment;[4] effective principals are more adept at retaining effective teachers and removing ineffective teachers.[5] The time principals spend on organizational management, instructional programming, and teacher evaluation is critically important for positive effects on teachers and students.[6] 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.
[1] Clifford, M., Hansen, U. J., & Wraight, S. (2014). Practical guide to designing comprehensive principal evaluation systems: A tool to assist in the development of principal evaluation systems. Center on Great Teachers and Leaders.; Rice, J. K. (2010). Principal effectiveness and leadership in an era of accountability (Brief 8). National Center for Analysis of Longitudinal Data in Education Research.; Glasman, N. S., & Heck, R. H. (1992). The changing leadership role of the principal: Implications for principal assessment. Peabody Journal of Education, 68(1), 5-24.
[2] Hallinger, P., & Heck, R. H. (1998). Exploring the principal's contribution to school effectiveness: 1980-1995. School Effectiveness and School Improvement, 9(2), 157-191.
[3] Branch, G. F., Hanushek, E. A., & Rivkin, S. G. (2012). Estimating the effect of leaders on public sector productivity: The case of school principals (No. w17803). National Bureau of Economic Research.; Louis, K. S., Leithwood, K., Wahlstrom, K. L. Anderson, S. E., Michlin, M., & Mascall, B. (2010). Learning from leadership: Investigating the links to improved student learning. Center for Applied Research and Educational Improvement/University of Minnesota and Ontario Institute for Studies in Education/University of Toronto, 42, 50.; Clark, D., Martorell, P., & Rockoff, J. (2009). School principals and school performance (No. w17803). National Bureau of Economic Research.; Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: A review of research for the Learning from Leadership Project. New York: The Wallace Foundation.
[4] Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The influence of school administrators on teacher retention decisions. American Education Research Journal, 48(2), 303-333; Kimball, S. (2011). Strategic talent management for principals. In Strategic management of human capital in education: Improving instructional practice and student learning in schools (pp. 133-152). New York, NY: Routledge Publishing; Rice, J. K. (2010). Principal effectiveness and leadership in an era of accountability (Brief 8). National Center for Analysis of Longitudinal Data in Education Research.; Clark, D., Martorell, P., & Rockoff, J. (2009). School principals and school performance (No. w17803). National Bureau of Economic Research.
[5] Beteille, T., Kalogrides, D., Loeb, S. (2009). Effective schools: Managing the recruitment, development, and retention of high-quality teachers (Working Paper 37). National Center for Analysis of Longitudinal Data in Education Research.
[6] Grissom, J. A., & Loeb, S. (2011). Triangulating principal effectiveness: How perspectives of parents, teachers, and assistant principals identify the central importance of managerial skills. American Educational Research Journal, 48(5), 1091-1123.; Horng, E. L., Klasik, D., & Loeb, S. (2010). Principal's time use and school effectiveness. American Journal of Education, 116(4), 491-523.; Catano, N., & Stronge, J. H. (2007). What do we expect of school principals? Congruence between principal evaluation and performance standards. International Journal of Leadership in Education, 10(4), 379-399.