What do we expect of school principals? Congruence between principal evaluation and performance standards

Abstract

This study used both quantitative and qualitative methods of content analysis to examine principal evaluation instruments and state and professional standards for principals in school districts located in a mid‐Atlantic state in the USA. The purposes of this study were to (a) determine the degrees of emphasis that are placed upon leadership and management behaviours expected of school principals, (b) explore the congruence of principal evaluation instruments with instructional leadership and management attributes and (c) explore the congruence of principal evaluation instruments with state and professional standards. Findings revealed that a school district focus on instructional leadership, organisational management and community relations in principal evaluation instruments reflected common expectations of principals among school districts and state and professional standards.

Notes

1. A building principal overseas instruction and operation of an elementary, middle or high school.

2. In 2000 the state of Virginia developed proposed guidelines for uniform standards for evaluation of teachers, administrators and superintendents. The development of these guidelines was a response to the Education Accountability and Quality Enhancement Act of 1999. This resulted in the development of Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents (Virginia Department of Education 2000).

Additional information

Notes on contributors

Nancy Catano

Nancy Catano is the Principal of Norge Elementary School, Williamsburg, Virginia.

James H. Stronge

James H. Stronge is a Heritage Professor in The College of William and Mary School of Education, Williamsburg, Virginia. Email: [email protected].