Research and professional leadership standards identify specific ways in which principals directly influence school organization and community relationships and exert less direct, but critically important, influence on teaching quality and instructional effectiveness. Principals' roles are central to supporting and supervising teachers' instructional practices and in guiding organizational purpose and vision, particularly to enact the high expectations for all students in No Child Left Behind (NCLB) and the current focus of programs related to the Elementary and Secondary Education Act (ESEA). With this in mind, evaluating principals to improve their performance has become a key school improvement strategy. This report provides state and district policymakers with information about currently operating state policies and systems of principal evaluation. A template for describing state policies and systems of principal evaluation was developed in response to policymakers' requests for information. This report identifies six states (Delaware; Iowa; New Mexico; North Carolina; Ohio; and South Carolina) that have several years of policy development and experience with implementing their principal evaluation systems. The information from these states captures the most significant issues in state systems and describes a range of state approaches to the evaluation of principals.