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Sorry: “Important note
While parental input can be a factor in the overall assessment of a principal's performance and potentially contribute to the decision to implement a PIP, the formal evaluation process for principals is conducted by superintendents and other district leadership. “
Not first hand experience, but the person is assigned to a mentor and has check-in meetings with higher administrators. If no improvement is made during the designated time, they are usually reassigned or terminated. Depending on the reason for the PIP, there is a possibility that it may not be reported to DOE. But every state has different processes/protocols to follow. Check with your state DOE, they should be able to answer your questions.
Our AI Buddy could answer that for you: Here's how PIPs work for principals in New York City:
1. Development and implementation
Trigger: A PIP is initiated when a principal receives a "Developing" or "Ineffective" rating on their Annual Professional Performance Review (APPR).
Timeline: The PIP must be formulated and implemented by October 1st of the school year following the year in which the principal received the rating, or as soon as practicable thereafter.
Development Authority: The PIP is developed by the superintendent or their designee, using their pedagogical judgment, according to Justia}}.
Content: The PIP must include:
Identification of areas needing improvement.
A timeline for achieving improvement.
The manner in which improvement will be assessed.
Where appropriate, differentiated activities to support improvement in those areas.
Collective Bargaining: The development and implementation of the PIP may be subject to collective bargaining requirements under state law.
2. Purpose and approach
Focus on Improvement: The primary purpose of a PIP is to improve the principal's performance through professional development and support, with the ultimate goal of enhancing the productivity of the school district.
Collaborative Approach: PIPs are ideally developed and implemented with principals, not to them, highlighting a collaborative approach to addressing performance challenges.
Clear Goals: Effective PIPs should start with clear, measurable goals for improvement that guide all aspects of the plan.
Support and Accountability: A well-structured PIP includes a plan with built-in accountability measures to ensure compliance and genuine effort from both the principal and the supervisor.
3. Potential consequences of not meeting PIP targets
While the initial aim of a PIP is improvement, failure to demonstrate progress or meet the outlined goals can lead to further disciplinary actions, potentially including termination.
Supervisors must consult with Human Resources before proceeding with disciplinary actions related to PIPs.
It's important to understand that a PIP is a serious opportunity for improvement, and principals should actively engage with the process and seek the support provided to demonstrate progress and avoid potential negative consequences.
Thanks everyone for your information and help. I was really for more anecdotal experiences people have had with principals on PIPs- trying to gauge the likelihood of her staying vs leaving. I only know she is on the PIP because someone in a position of knowledge leaked the info so I can’t ask the district about it.
If you mean your state Department of Education, then the PIP would follow state guidelines. The union would ensure that state guidelines are followed. The Federal DOE would have nothing to do with it unless the person's civil rights are being violated