Florida’s Evolving Framework for Evaluating School Administrators

Florida’s DOE has scheduled a notice of rule development for Florida Statute 1012.34. The changes were prompted by HB 875 (2025), Educator Preparation, and HB 753 (2026), School Counselors. Under this statute, district school superintendents are required to establish evaluation procedures for instructional, administrative, and supervisory personnel. These evaluation systems are designed to improve student academic performance by strengthening the quality of educational leadership and instructional services. School districts must submit their evaluation systems to the DOE for approval, which monitors implementation and compliance statewide.

Florida's evaluation framework requires that school administrators be assessed annually and categorized into one of four performance levels:

• Highly Effective
• Effective
• Needs Improvement
• Unsatisfactory

The system is intended to provide meaningful feedback, support professional growth, and inform school and district improvement planning.

Three Core Components of Administrator Evaluations

The statute establishes a balanced evaluation model for school administrators comprised of three major elements.

1. Student Performance

At least one-third of a school administrator's evaluation must be based on student performance data. This portion includes student growth or achievement data from the administrator's school over a period of at least three years when available. The requirement reinforces the state's expectation that educational leaders demonstrate measurable impact on student outcomes.

2. Instructional Leadership

Another one-third of an administrator's evaluation must be based on instructional leadership. Florida's leadership standards emphasize an administrator's ability to:

• Improve teacher effectiveness.
• Properly implement evaluation procedures.
• Recruit and retain effective and highly effective teachers.
• Increase the percentage of instructional personnel rated effective or highly effective.
• Foster leadership practices that contribute to student learning growth.

The evaluation system may also include feedback from parents and instructional personnel, recognizing that school leadership effectiveness extends beyond measurable academic performance alone.

3. Professional Responsibilities and Other Performance Indicators

The remaining portion of an administrator's evaluation may include professional responsibilities and district-identified performance measures. These indicators can reflect broader leadership competencies, organizational effectiveness, and contributions to the school community.

Accountability and Performance Improvement

Florida's evaluation system includes significant accountability mechanisms for school leaders and other school personnel. Employees receiving unsatisfactory evaluations must be formally notified, provided assistance and recommendations for improvement, and placed on a 90-day performance probation period. Continued unsatisfactory performance can lead to recommendations for termination following due process procedures. In addition, districts must report instructional personnel and school administrators who receive two consecutive unsatisfactory evaluations to the Department of Education for further review.

New Recognition of School Counselors

A notable change enacted through House Bill 753, effective July 1, 2026, further refines Florida's evaluation framework by establishing separate evaluation criteria for certified school counselors. Previously, non-classroom instructional personnel were generally evaluated using Florida Educator Accomplished Practices. The new law requires certified school counselors to be evaluated using the Florida School Counseling Standards adopted by the State Board of Education.

This change recognizes that counselors perform specialized functions distinct from classroom instruction and should be assessed against standards aligned with counseling practice, student support services, and social-emotional development.

For school administrators, the amendment reinforces the importance of differentiated evaluation systems that recognize the diverse roles contributing to school success while maintaining consistent expectations for performance and accountability.

Implications for School Leaders

The evolution of Florida's evaluation laws reflects a broader trend toward data-driven leadership and role-specific performance standards. School administrators are expected not only to improve student achievement but also to cultivate effective teaching, support professional growth, and oversee specialized personnel such as counselors through fair and appropriate evaluation systems.

As districts continue to refine their evaluation practices, administrators will increasingly be measured on their ability to balance instructional leadership, personnel development, and student success. The updated standards underscore Florida's commitment to ensuring that every educational leader contributes meaningfully to positive outcomes for students, staff, and school communities.

This rule development hearing will take place on September 8, 2026, from 2:00 PM – 3:00 PM, on Zoom. FASA will provide updates from this meeting.