Principal Development and Evaluation State Model

The Minnesota model for principal evaluation was developed in response to legislation passed in the 2011 special session. Provisions in legislation require that all principals be evaluated annually and set criteria to be met for both the substance and the process of the evaluation (Minn. Stat. § 123B.147). Legislation also established a working group of stakeholders to develop a state model for principal evaluation.

Frequently Asked Questions about Principal Development and Evaluation Statutory Requirements.

During school year 2012-13, 17 Minnesota districts piloted the state’s example principal evaluation model. The Minnesota Department of Education (MDE) and districts concluded the pilot in fall 2013. An independent researcher, FHI 360, was funded by the Bush Foundation to produce recommendations from the pilot, based on surveys and interviews with principals and evaluators in pilot districts. The pilot study’s final report, Minnesota Principal Evaluation Model Pilot Study, was published in spring 2014.

In 2015, with funding from the Bush Foundation, MDE began revisions to the pilot state model, based on recommendations from the model pilot study, current principal development and evaluation research, guidance from Minnesota stakeholders, and assistance from New Leaders, Inc. The revised state model was released in September 2017. The model's use is not mandated, but may be adopted as a district's model, revised to meet a district's needs, or used as a resource to improve a district's present evaluation model.

Minnesota State Principal Development and Evaluation State Model Resources
Minnesota State Principal Model
State Model Forms
Minnesota Principal Performance Measures and Indicators
Minnesota Principal Development and Evaluation Rubric

See Related MDE resources on the right for Pilot Model resources and forms.

Additional Resources for Districts
Principal Evaluation as a Tool for Growth.  How can we use principal evaluation as a tool for growth? We grappled with this question as we worked with principals and principal supervisors who were implementing new principal evaluation systems across the United States. As we progressed, one thing became clear: Principal evaluation systems without explicit and aligned professional learning simply re-create a system of compliance and fail to improve leadership capacity.