Guidance on Measuring Student Growth for First-Year Principals in Principal Evaluation Systems - Guidance Document 13-08

Oct 10, 2026

Guidance Document 13-08 outlines non-regulatory direction for Illinois districts on measuring student growth for first-year principals within principal evaluation systems under PERA. It explains statutory requirements for evaluation plans and student-growth weighting, and addresses timing challenges because summative scores are due by March 1. The document defines “first-year” principals and recommends benchmark assessments, growth targets, baselines, and interim/posttest administration windows to ensure targets are rigorous yet attainable.

LanguageEnglish

CategoryExam

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Subject

Approaches to measuring student growth for first-year principals in Illinois school districts

Sec. 24A-15(c)(3) requirements

Evaluation plan timing and required assessment weighting

Explanation

Challenges for first-year principal measurement before state testing results

Definition and Recommendation

Definition of first-year principals

Recommended benchmark assessments and growth targets

Growth targets should not focus on attainment

Baseline and benchmark alignment

Documentation requirements

What the principal should include in documenting growth targets

Example

Illustrative district scenario for selecting assessments and setting targets

Illinois State Board of Education February 2013 Guidance Document 13-08 Guidance on Measuring Student Growth for First-Year Principals in Principal Evaluation Systems document is intended to provide non-regulatory guidance on the subject matter listed above. For specific questions, please contact the person(s) identified in the document Guidance on Measuring Student Growth for First-Year Principals in Principal Evaluation Systems Subject Approaches to measuring student growth for first-year principals in Illinois school districts Type of Guidance Sec. 24A-15(c)(3) of the Performance Evaluation Reform Act (PERA) requires districts to develop an evaluation plan for principals and assistant principals by September 1, 2012, that includes measures of student growth as a significant factor in rating performance. The plan must be based on an evaluation cycle that ends on March 1 each year (Sec. 24A-15[a][1]–[2]) and must identify assessments and measurement models that satisfy the definitions and rules articulated in the Administrative Code (Title 23, Part 50, Subparts A and C) . Specifically, the Administrative Code requires that at least 25 percent of principal and assistant principal evaluations be composed of student growth measures based on academic assessmentsin 2012–13 and 2013–14, and at least 30 percent in 2014–15 and beyond. Information about assessments, data, growth targets, and weights that will be used in assessing student growth for the principal must be made available to the principal by October 1. The State Model for Principal Evaluation provides recommended combinations of assessment types, weighting, and measures for principals in elementary or middle schools and principals in high schools (seepage 5 in the State Model for Principal Evaluation) . Explanation As noted in the State Model for Principal Evaluation, the requirement to report a principal’s summative evaluation score by March 1 poses a particular challenge for developing student growth measures for first-year principals because measurement of student growth must happen within a period of less than a year into the principal’s leadership of the school. In addition, state testing data (from Illinois Standards Achievement Test or the Educational Planning and Assessment System) that cover a principal’s first year of leadership will not be available until after March 1 on any given year. As a result, measuring student growth for first-year principals will require identifying alternative sources of growth data. Definition: In Illinois, a principal should be considered a “first-year” principal if he or she is: • New to the profession and leading a school for the first time in his or her career. • New to the district but served as a principal in another district or state for at least one year. • New to the school but served as a principal in another school within the district for at least one year. Recommendation: The Performance Evaluation Advisory Council (PEAC) recommends that districts use benchmark assessments and student growth targets to measure student growth for first-year principals. In September, the first-year principal should identify (in collaboration with the supervisor and school leadership team) two benchmark assessments and develop student growth targets for each that can be achieved by February. Growth targets should be set using the standards or expectations associated with the assessment and current or historical information about school performance. The growth targets should be aligned with district initiatives, as reflected in the school’s improvement plan. To comply with state requirements to complete each principal’s evaluation by March 1, teachers should administer the pretest assessments before September 15; posttest assessments should be administered by February 15. In setting growth targets, the superintendent, principal, and school leadership team should review district and school priorities in ligh

FAQs

Who qualifies as a “first-year” principal in Illinois?

A principal is considered first-year if newly leading a school for the first time in their career, new to the district but served as a principal elsewhere for at least one year, or new to the school but served as a principal within the district for at least one year.

Why is measuring student growth difficult for first-year principals?

Summative principal evaluation scores must be reported by March 1, but state testing data covering a first-year principal’s first year are not available until after March 1, requiring alternative growth data sources.

What does the guidance recommend districts do to measure student growth for first-year principals?

Use benchmark assessments and student growth targets. In September, the first-year principal identifies two benchmark assessments and develops growth targets by February, with teachers administering pretests before September 15 and posttests by February 15.

Oct 10, 2026

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