Changes in Principal Evaluation Standards: A Case Study of North Dakota Principals

Authors

Tsooane Molapo, University of North Dakota
Laura Parson, University of North Dakota
Cheryl Hunter, University of North Dakota
Janathan Butz, University of North Dakota

Abstract

In recent years, increased demands and political scrutiny have been placed upon schools to improve student achievement. With these demands, a principal's role is paramount (Dufour & Marzano, 2011; Reeves, 2009). School principals are second only to classroom teachers in influencing student achievement (Grissom & Loeb 2011; Louis, Leithwood, Wahlstrom, & Anderson, 2010). Likewise, Fenton, Kelemen, et al., (2010) and Marzano, Waters, & McNulty (2005) conclude that principal quality accounts for nearly 25% of a school's total impact on student achievement.

Recommended Citation

Molapo, Tsooane; Parson, Laura; Hunter, Cheryl; and Butz, Janathan (2018) "Changes in Principal Evaluation Standards: A Case Study of North Dakota Principals," School Leadership Review: Vol. 11: Iss. 1, Article 5.
Available at: https://scholarworks.sfasu.edu/slr/vol11/iss1/5