The next best thing to having a highly qualified teacher in the classroom is having a highly effective principal at the helm of the school. We know that principal quality is a major factor in school achievement and in a school’s ability to attract and retain good teachers. This awareness has researchers focusing on how to measure and reward good principals.

Compensation strategies have not changed

The Center for American Progress recently released a report titled Principal Compensation: More Research Needed on a Promising Reform. Researchers examined national data to determine whether principal compensation strategies have changed much since 1993. They found that variables in principal compensation are tied primarily to experience, school size and grade level, district size, and urban or suburban settings. The structure of principal  compensation factors has not changed over time. There is little evidence that principals are financially rewarded for taking tough leadership assignments or for improving student achievement.

Researchers lament the fact that there is so little research and experimentation in principal compensation, given the instrumental role that principals play in determining school performance. The report concludes with recommendations for further research, experimentation with new strategies for principal compensation, and an influx of new money to encourage principal pay initiatives.

Two new Texas plans

Houston and Austin ISDs are launching new plans that will reward principals in different ways. The Houston plan uses a value-added approach tied to a school’s overall performance in student achievement. The magnitude of a school’s teacher performance results will also determine rewards for the school principal, up to a $9,000 maximum bonus award.

In the Austin plan, principal compensation will be tied to student achievement but also to leading high-needs schools. Principals earn monetary awards based on student learning objectives and schoolwide growth on the Texas Assessment of Knowledge and Skills. But they can earn much more for leading achievement at a high-needs school, plus an extra $3,000 for staying with a high-needs school.

Measuring highly effective principals

State and federal education agencies have attempted to define what makes a teacher highly qualified.  But what evidence can be used to identify high quality principals? The National Association of Secondary School Principals (NASSP) recently issued guiding principles and recommendations on this subject.

NASSP recommends using multiple measures to gauge principal performance, measures that are objective and take into account the context in which a principal operates the school. In addition to student achievement indicators, recommended assessment measures include self-assessment, site visits, documentation of teacher observations and faculty agendas, climate surveys, teacher retention and transfer rates, and student participation in cocurricular and extracurricular activities.

Qualities to look for in a highly effective principal should include having the knowledge, skills, and attitudes needed to lead teaching and learning; engaging in continuous professional development; establishing and maintaining a professional learning community; knowledge of youth development for the age level served; and maintaining a learning culture within the school. To address student learning indicators, the NASSP recommends using multiple forms of student assessment that are performance-based and measure individual student growth from year to year. You can check NASSP’s Web site for more information on guidelines for highly effective principals.