Several teacher models exist for using high-stakes testing outcomes to make continuous employment decisions for principals. These models are reviewed, and specific flaws are noted if these models are retrofitted for principals. To address these flaws, a different methodology is proposed on the basis of actual field data. Specially addressed are the identification of variables beyond the control of principals via a multiple regression approach and how these variables can be used to level the playing field when continuous employment decisions are made for principals on the basis of high-stakes testing outcomes.