Federal, state, and district leaders are increasingly focusing on the quality of educational leadership and how leaders develop and are evaluated. An intentional and thoughtful approach to supporting the development of educational leaders throughout their professional careers is critical to both new and seasoned educational leaders.
This report addresses important dimensions of the educational leadership career pipeline that ensure effective evaluation. Based on a review of the standards and evaluation work of large urban and metropolitan districts across the country, the report shares six key lessons and their implications for enhancing standards-based leadership evaluation work. The key lessons identified in this report are based primarily upon the work of six districts engaged in The Wallace Foundation’s Principal Pipeline Initiative. These districts include Charlotte-Mecklenburg Public Schools, Denver Public Schools, Gwinnett County Public Schools, Hillsborough County Public Schools, New York City Public Schools, and Prince George’s County Public Schools. The report also draws from the existing research base and a survey conducted by the Council of the Great City Schools focused on the evaluation of principals, Principal Evaluations and the Principal Supervisor.1
The report has three sections: 1) Setting the Context, which discusses the need for effective systems of evaluation and support for school leaders; 2) Sharing Key Lessons Learned, which highlights how states and districts can work together to agree upon and communicate expectations for school leaders and implement standards-based systems of leadership support and evaluation, thereby increasing teacher effectiveness and improving student outcomes in all schools across the nation; and 3) Improving Standards Based Leadership Evaluation, which examines leader evaluation as a policy foundation for identifying, and supporting effective educators.