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Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals - PDF
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1 Virginia Department of Education P. O. Box 2120 Richmond, Virginia Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals Approved by the Virginia Board of Education on February 23, 2012, effective July 1, Revisions Approved by the Board of Education on July 23, 2015
2 Table of Contents Part 1: Introduction...1 Why Good Evaluation is Necessary...1 Problems with Current Evaluation Systems...1 Importance of Recognizing Principal Effectiveness...2 Purposes of Evaluation...3 Purposes of this Document...3 Part 2: Uniform Performance Standards for Principals...5 Defining Principal Performance Standards...5 Performance Standards...5 Performance Indicators...6 Part 3: Documenting Principal Performance...14 Alignment of Performance Standards with Data Sources...14 Self-Evaluation...15 Informal Observation/School Site Visits...18 Portfolio/Document Log...23 Teacher/Staff Survey...29 Part 4: Connecting Principal Performance to Student Academic Progress...40 Why Connect Principal Performance to Student Academic Progress?...40 Implementation Concerns...40 Virginia Law...41 Methods for Connecting Student Performance to Principal Evaluation...41 Goal Setting...44 Part 5: Rating Principal Performance...49 Interim Evaluation...49 Summative Evaluation...58 Definitions of Ratings...58 How a Performance Rubric Works...59 Performance Standard 1: Instructional Leadership...61 Performance Standard 2: School Climate...63 Performance Standard 3: Human Resources Management...64 Performance Standard 4: Organizational Management...65 Performance Standard 5: Communication and Community Relations...66 Performance Standard 6: Professionalism...67 Performance Standard 7: Student Academic Progress...68 Performance Rubrics and Summative Evaluation...69 Part 6: Improving Principal Performance...79 Support Dialogue...79 i
3 Performance Improvement Plan...82 Portions of these principal evaluation materials were adapted from principal evaluation handbooks, research, and publications developed and copyrighted [2011] by James H. Stronge. James H. Stronge hereby grants permission for noncommercial use to the Virginia Department of Education, Virginia school divisions, and other Virginia educational organizations to modify, create derivatives, reproduce, publish, or otherwise use these materials exclusively in Virginia. Permission is not granted for its use outside of the Commonwealth of Virginia. ii
4 Why Good Evaluation is Necessary 1 Part 1: Introduction Principal evaluation matters because school leadership matters. In fact, school leadership is frequently described as the key element of a high-quality school, and stories of the inspirational and effective principal are plentiful and oft-repeated. 2 Research in the field has consistently revealed that school leadership has an important impact on student achievement gains or progress over years. 3 In addition to its impact on student achievement, research also indicates that effective school leadership has significant positive effect on student attendance, student engagement with school, student academic self-efficacy, staff satisfaction, and collective teacher efficacy. 4 Evaluation systems must be of high quality if we are to discern whether our principals are of high quality. The role of a principal requires a performance evaluation system that acknowledges the complexities of the job. Principals have a challenging task in meeting the educational needs of an educationally diverse student population, and good evaluation is necessary to provide the principals with the support, recognition, and guidance they need to sustain and improve their efforts. 5 Because principals are so fundamentally important to school improvement and student success, improving the evaluation of principal performance is particularly relevant as a means to recognize excellence in leadership and to advance principal effectiveness. A meaningful evaluation focuses on professional standards, and through this focus and timely feedback, enables teachers and leaders to recognize, appreciate, value, and develop excellent leadership. The benefits of a rigorous evaluation system are numerous and well documented. Goldring and colleagues noted that when the process of evaluation is designed and implemented appropriately, it can be valuable for improvement of leadership quality and overall organizational performance in several ways, including: 6 as a benchmarking and assessing tool to document the effectiveness of principals for annual reviews and compensation; as a targeting tool to help principals focus on performance domains and behaviors that are associated with student learning; as a tool of continuous learning and development to provide both formative and summative feedback to principals, identify areas in need of improvement, and enable principals to make informed individualized decisions regarding professional development in order to bridge the gap between current practices and desired performance; and as a collective accountability tool to set the organizational goals and objectives of the school leader and larger schoolwide improvement. Problems with Current Evaluation Systems Unfortunately, even though a principal s effectiveness 7 is recognized as an important factor in improving student achievement, schools rarely measure, document, or use effectiveness ratings to inform decision-making. 8 The result is that it is difficult to distinguish among poor, average, 1
5 good, and excellent principals. A comprehensive review of principal leadership evaluation practices in the United States indicated that although states and divisions focused on a variety of performance areas (such as management, external environment, or personal traits) when evaluating their principals, they had very limited coverage of leadership behaviors that ensured rigorous curriculum and quality instruction, which are linked with schoolwide improvement for student learning, the ultimate purpose of schooling. 9 When examining the process of principal evaluation more closely, it was found that the usual practices of principal evaluation lacked justification and documentation in terms of the utility, psychometric properties, and accuracy of the instruments. 10 Ginsberg and Thompson commented that the state of research on principal evaluation emphasizes the lack of empirically supported information about best practices. 11 Other flaws in the principal evaluation process include: an absence of meaningful and timely feedback from evaluation to most principals; a lack of impact and consequence of evaluation; an absence of clear communication of criteria and standard protocols in principal evaluation; a lack of relevance of the evaluation to enhance principal motivation and improve performance; 12 and inconsistencies in evaluation instruments that do not align with professional standards, which could produce role conflict and subsequent role strain as principals find it challenging to comprehend what they should focus their attention on. 13 Importance of Recognizing Principal Effectiveness Characterizing principal effectiveness is important because there is a substantial relationship between the quality of the principal and student achievement. Principal leadership plays an important role in the selection, support, and success of school-level instructional process. 14 Waters, Marzano, and McNulty conducted a meta-analysis of research on effects of principal leadership practices on student achievement. 15 After analyzing studies conducted over a 30-year period, they found that the effectiveness of a school s leadership is significantly associated with increased student academic performance. For instance, a number of leader behaviors related to vision, such as establishing clear goals and fostering shared beliefs, were associated with student learning. They found the average effect size between leadership and student achievement is.25. That means a one standard deviation improvement in leadership effectiveness can translate into an increase of ten percentile points in student achievement on a standardized, norm-referenced test. It is important to recognize that effective principals influence student learning, either directly or indirectly. It is also important to understand the ways and means by which principals influence their schools educational programs. Therefore, a rigorous principal evaluation system should be able to discriminate the performance of principals and provide informative feedback for improvement. 2
6 Purposes of Evaluation The primary purposes of a quality principal evaluation system are to: optimize student learning and growth; contribute to the successful achievement of the goals and objectives defined in the vision, mission, and goals of the school division; provide a basis for leadership improvement through productive principal performance appraisal and professional growth; and implement a performance evaluation system that promotes collaboration between the principal and evaluator and promotes self-growth, leadership effectiveness, and improvement of overall job performance. 16 A high quality evaluation system includes the following distinguishing characteristics: benchmark behaviors for each of the principal performance standards; a focus on the relationship between principal performance and improved student learning and growth; the use of multiple data sources for documenting performance, including opportunities for principals to present evidence of their own performance as well as student growth; a procedure for conducting performance reviews that stresses accountability, promotes professional improvement, and increases principals involvement in the evaluation process; and a support system for providing assistance when needed. 17 Purposes of this Document This document was developed specifically for use with school principals and assistant principals. For the purpose of this document the term principal will be used to reference both principals and assistant principals. The Board of Education is required to establish performance standards and evaluation criteria for teachers, principals, and superintendents to serve as guidelines for school divisions to use in implementing educator evaluation systems. The Code of Virginia requires (1) that principal evaluations be consistent with the performance objectives (standards) set forth in the Board of Education s Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents and (2) that school boards procedures for evaluating principals and assistant principals address student academic progress. Section :5 (Standard 5. Quality of classroom instruction and educational leadership) of the Code of Virginia states, in part, the following: B. Consistent with the finding that leadership is essential for the advancement of public education in the Commonwealth, teacher, administrator, and 3
7 superintendent evaluations shall be consistent with the performance objectives included in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents. Evaluations shall include student academic progress as a significant component and an overall summative rating. Teacher evaluations shall include regular observation and evidence that instruction is aligned with the school's curriculum. Evaluations shall include identification of areas of individual strengths and weaknesses and recommendations for appropriate professional activities. Section (Probationary terms of service for principals, assistant principals and supervisors; evaluation; reassigning principal, assistant principal or supervisor to teaching position) states, in part, the following: B. Each local school board shall adopt for use by the division superintendent clearly defined criteria for a performance evaluation process for principals, assistant principals, and supervisors that are consistent with the performance objectives set forth in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents as provided in :5 and that includes, among other things, an assessment of such administrators' skills and knowledge; student academic progress [emphasis added] and school gains in student learning; and effectiveness in addressing school safety and enforcing student discipline. The division superintendent shall implement such performance evaluation process in making employment recommendations to the school board pursuant to The Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals set forth seven performance standards for all Virginia principals. Pursuant to state law, principal evaluations must be consistent with the performance standards (objectives) included in this document. The Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals provide school divisions with a model evaluation system, including sample forms and templates that may be implemented as is or used to refine existing local principal evaluation systems. Properly implemented, the evaluation system provides school divisions with the information needed to support systems of differentiated compensations or performance-based pay. The Code of Virginia requires that school boards procedures for evaluating principals address student academic progress. The Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals call for each principal to receive a summative evaluation rating and that the rating be determined by weighting the first six standards equally at 10 percent each, and the seventh standard, Student Academic Progress, account for 40 percent of the summative evaluation. 4
8 Part 2: Uniform Performance Standards for Principals The uniform performance standards for principals are used to collect and present data to document performance that is based on well-defined job expectations. They provide a balance between structure and flexibility and define common purposes and expectations, thereby guiding effective leadership. The performance standards also provide flexibility, encouraging creativity and individual principal initiative. The goal is to support the continuous growth and development of each principal by monitoring, analyzing, and applying pertinent data compiled within a system of meaningful feedback. Defining Principal Performance Standards Clearly defined professional responsibilities constitute the foundation of the principal performance standards. A fair and comprehensive evaluation system provides sufficient detail and accuracy so that both principals and evaluators (i.e., superintendent, supervisor) reasonably understand the job expectations. The expectations for professional performance are defined using a two-tiered approach of performance standards and performance indicators. Performance Standards Performance standards define the criteria expected when principals perform their major duties. For all principals, there are seven performance standards as shown in Figure
9 Figure 2.1: Performance Standards 1. Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement. 2. School Climate The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. 3. Human Resources Management The principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. 4. Organizational Management The principal fosters the success of all students by supporting, managing, and overseeing the school s organization, operation, and use of resources. 5. Communication and Community Relations The principal fosters the success of all students by communicating and collaborating effectively with stakeholders. 6. Professionalism The principal fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the profession. 7. Student Academic Progress The principal s leadership results in acceptable, measurable student academic progress based on established standards. Performance Indicators Performance indicators provide examples of observable, tangible behavior that indicate the degree to which principals are meeting each standard. This helps principals and their evaluators clarify performance levels and job expectations. That is, the performance indicators provide the answer to what must be performed. Performance indicators are provided as examples of the types of performance that will occur if a standard is being fulfilled. However, the list of performance indicators is not exhaustive, and they are not intended to be prescriptive. It should be noted that indicators in one standard may be closely related to indicators in another standard. This is because the standards, themselves, are not mutually exclusive and may have overlapping aspects. Evaluators and principals should consult the sample performance indicators for clarification of what constitutes a specific performance standard. Performance ratings are made at the performance standard level, NOT at the performance indicator level. Additionally, it is important to document a principal s performance on each standard with evidence generated from multiple performance indicators. Sample performance indicators for each of the performance standards follow. 6
10 Performance Standard 1: Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement. Sample Performance Indicators Examples may include, but are not limited to: The principal: 1.1 Leads the collaborative development and sustainment of a compelling shared vision for educational improvement and works collaboratively with staff, students, parents, and other stakeholders to develop a mission and programs consistent with the division s strategic plan. 1.2 Collaboratively plans, implements, supports, monitors, and evaluates instructional programs that enhance teaching and student academic progress, and lead to school improvement. 1.3 Analyzes current academic achievement data and instructional strategies to make appropriate educational decisions to improve classroom instruction, increase student achievement, and improve overall school effectiveness. 1.4 Possesses knowledge of research-based instructional best practices in the classroom. 1.5 Works collaboratively with staff to identify student needs and to design, revise, and monitor instruction to ensure effective delivery of the required curriculum. 1.6 Provides teachers with resources for the successful implementation of effective instructional strategies. 1.7 Monitors and evaluates the use of diagnostic, formative, and summative assessment to provide timely and accurate feedback to students and parents, and to inform instructional practices. 1.8 Provides collaborative leadership for the design and implementation of effective and efficient schedules that protect and maximize instructional time. 1.9 Provides the focus for continued learning of all members of the school community Supports professional development and instructional practices that incorporate the use of achievement data and result in increased student progress Participates in professional development alongside teachers when instructional strategies are being taught for future implementation Demonstrates the importance of professional development by providing adequate time and resources for teachers and staff to participate in professional learning (i.e., peer observation, mentoring, coaching, study groups, learning teams) Evaluates the impact professional development has on the staff/school improvement and student academic progress. 7
11 Performance Standard 2: School Climate The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. Sample Performance Indicators Examples may include, but are not limited to: The principal: 2.1 Incorporates knowledge of the social, cultural, leadership, and political dynamics of the school community to cultivate a positive academic learning environment. 2.2 Consistently models and collaboratively promotes high expectations, mutual respect, concern, and empathy for students, staff, parents, and community. 2.3 Utilizes shared decision-making and collaboration to build relationships with all stakeholders and maintain positive school morale. 2.4 Models and inspires trust and a risk-tolerant environment by sharing information and power. 2.5 Maintains a collegial environment and supports the staff through the stages of the change process. 2.6 Addresses barriers to teacher and staff performance and provides positive working conditions to encourage retention of highly-effective personnel. 2.7 Develops and/or implements a safe school plan that manages crisis situations in an effective and timely manner. 2.8 Involves students, staff, parents, and the community to create and sustain a positive, safe, and healthy learning environment that reflects state, division, and local school rules, policies, and procedures. 2.9 Develops and/or implements best practices in schoolwide behavior management that are effective within the school community and communicates behavior management expectations to students, teachers, and parents Is visible, approachable, and dedicates time to listen to the concerns of students, teachers, and other stakeholders Maintains a positive, inviting school environment that promotes and assists in the development of the whole student and values every student as an important member of the school community. 8
12 Performance Standard 3: Human Resources Management The principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. Sample Performance Indicators Examples may include, but are not limited to: The principal: 3.1 Actively participates in the selection process, where applicable, and assigns highlyeffective staff in a fair and equitable manner based on school needs, assessment data, and local, state, and federal requirements. 3.2 Supports formal building-level employee induction processes and informal procedures to support and assist all new personnel. 3.3 Provides a mentoring process for all new and targeted instructional personnel, as well as cultivates leadership potential through personal mentoring. 3.4 Manages the supervision and evaluation of staff in accordance with local and state requirements. 3.5 Properly implements the teacher and staff evaluation systems, supports the important role evaluation plays in teacher and staff development, and evaluates performance of personnel using multiple sources. 3.6 Documents deficiencies and proficiencies, provides timely formal and informal feedback on strengths and weaknesses, and provides support, resources, and remediation for teachers and staff to improve job performance. 3.7 Makes appropriate recommendations relative to personnel transfer, retention, promotion, and dismissal consistent with established policies and procedures and with student academic progress as a primary consideration. 3.8 Recognizes and supports the achievements of highly-effective teachers and staff and provides them opportunities for increased responsibility. 3.9 Maximizes human resources by building on the strengths of teachers and staff members and providing them with professional development opportunities to grow professionally and gain self-confidence in their skills. 9
13 Performance Standard 4: Organizational Management The principal fosters the success of all students by supporting, managing, and overseeing the school s organization, operation, and use of resources. Sample Performance Indicators Examples may include, but are not limited to: The principal: 4.1 Demonstrates and communicates a working knowledge and understanding of Virginia public education rules, regulations, laws, and school division policies and procedures. 4.2 Establishes and enforces rules and policies to ensure a safe, secure, efficient, and orderly facility and grounds. 4.3 Monitors and provides supervision efficiently for the physical plant and all related activities through an appropriately prioritized process. 4.4 Identifies potential organizational, operational, or resource-related problems and deals with them in a timely, consistent, and effective manner. 4.5 Establishes and uses accepted procedures to develop short- and long-term goals through effective allocation of resources. 4.6 Reviews fiscal records regularly to ensure accountability for all funds. 4.7 Plans and prepares a fiscally responsible budget to support the school s mission and goals. 4.8 Follows federal, state, and local policies with regard to finances, school accountability, and reporting. 4.9 Implements strategies for the inclusion of staff and stakeholders in various planning processes, shares in management decisions, and delegates duties as applicable, resulting in a smoothly operating workplace. 10
14 Performance Standard 5: Communication and Community Relations The principal fosters the success of all students by communicating and collaborating effectively with stakeholders. Sample Performance Indicators Examples may include, but are not limited to: The principal: 5.1 Plans for and solicits staff, parent, and stakeholder input to promote effective decision-making and communication when appropriate. 5.2 Communicates long- and short-term goals and the school improvement plan to all stakeholders. 5.3 Disseminates information to staff, parents, and other stakeholders in a timely manner through multiple channels and sources. 5.4 Involves students, parents, staff, and other stakeholders in a collaborative effort to establish positive relationships. 5.5 Maintains visibility and accessibility to students, parents, staff, and other stakeholders. 5.6 Speaks and writes consistently in an explicit and professional manner using standard oral and written English to communicate with students, parents, staff, and other stakeholders. 5.7 Provides a variety of opportunities for parent and family involvement in school activities. 5.8 Collaborates and networks with colleagues and stakeholders to effectively utilize the resources and expertise available in the local community. 5.9 Advocates for students and acts to influence local, division, and state decisions affecting student learning Assesses, plans for, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling based on relevant evidence. 11
15 Performance Standard 6: Professionalism The principal fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the profession. Sample Performance Indicators Examples may include, but are not limited to: The principal: 6.1 Creates a culture of respect, understanding, sensitivity, and appreciation for students, staff, and other stakeholders and models these attributes on a daily basis. 6.2 Works within professional and ethical guidelines to improve student learning and to meet school, division, state, and federal requirements. 6.3 Maintains a professional appearance and demeanor. 6.4 Models professional behavior and cultural competency to students, staff, and other stakeholders. 6.5 Maintains confidentiality. 6.6 Maintains a positive and forthright attitude. 6.7 Provides leadership in sharing ideas and information with staff and other professionals. 6.8 Works in a collegial and collaborative manner with other administrators, school personnel, and other stakeholders to promote and support the vision, mission, and goals of the school division. 6.9 Assumes responsibility for personal professional development by contributing to and supporting the development of the profession through service as an instructor, mentor, coach, presenter, and/or researcher Remains current with research related to educational issues, trends, and practices and maintains a high level of technical and professional knowledge. 12
16 Performance Standard 7: Student Academic Progress The principal s leadership results in acceptable, measurable student academic progress based on established standards. Sample Performance Indicators Examples may include, but are not limited to: The principal: 7.1 Collaboratively develops, implements, and monitors the school improvement plan that results in increased student academic progress. 7.2 Utilizes research-based techniques for gathering and analyzing data from multiple measures to use in making decisions related to student academic progress and school improvement. 7.3 Communicates assessment results to multiple internal and external stakeholders. 7.4 Collaborates with teachers and staff to monitor and improve multiple measures of student progress through the analysis of data, the application of educational research, and the implementation of appropriate intervention and enrichment strategies. 7.5 Utilizes faculty meetings, team/department meetings, and professional development activities to focus on student progress outcomes. 7.6 Provides evidence that students are meeting measurable, reasonable, and appropriate achievement goals. 7.7 Demonstrates responsibility for school academic achievement through proactive interactions with faculty/staff, students, and other stakeholders. 7.8 Collaboratively develops, implements, and monitors long- and short-range achievement goals that address varied student populations according to state guidelines. 7.9 Ensures teachers student achievement goals are aligned with building-level goals for increased student academic progress and for meeting state benchmarks Sets benchmarks and implements appropriate strategies and interventions to accomplish desired outcomes. Note: Performance Standard 7: If a principal effectively fulfills all previous standards, it is likely that the results of his or her leadership as documented in Standard 7: Student Academic Progress would be positive. The Virginia principal evaluation system includes the documentation of student growth as indicated within Standard 7 and recommends that the evidence of progress be reviewed and considered throughout the year. Trend analysis should be used where applicable. 13
17 Part 3: Documenting Principal Performance The role of a principal requires a performance evaluation system that acknowledges the contextual nature and complexities of the job. Multiple data sources provide for a comprehensive and authentic performance portrait of the principal s work. The sources of information described in Figure 3.1 were selected to provide comprehensive and accurate feedback on principal performance. Figure 3.1: Suggested Documentation Sources for Principal Evaluation Data Source Definition Self- Self-evaluation reveals principals perceptions of their job performance. Evaluation Results of a self-evaluation should inform principals personal goals for Informal Observation/ School Site Visits Portfolio/ Document Log Teacher/Staff Survey Goal Setting professional development. Informal observations/school site visits, applied in a variety of settings, provide information on a wide range of contributions made by principals. Informal observations/school site visits may range from watching how a principal interacts with others, to observing programs and shadowing the administrator. Portfolios/document logs provide documentation generated by principals as evidence of meeting the seven performance standards. Climate surveys provide information to principals about perceptions of job performance. The actual survey responses are seen only by the principal who prepares a survey summary for inclusion in the portfolio/document log. Principals, in conjunction with their evaluators, set goals for professional growth and school improvement. Note: All recommended data sources may not always be necessary in a principal evaluation system. Rather, options are provided from which local decisions can be made to design the evaluation system in a manner that best fits local needs. To address the contextual nature of the principal s job, each principal should provide a school profile narrative to his or her evaluator. This may be done via the Student Academic Progress Goal Setting Form. It is strongly recommended that the principal also discuss the unique characteristics of the school with the evaluator. Alignment of Performance Standards with Data Sources Whether a principal is meeting the performance standards may be evidenced through multiple data sources. Figure 3.2 shows the alignment of performance standards by data sources. 14
18 Figure 3.2: Aligning Multiple Data Sources with Performance Standards Performance Standard Self-Evaluation Informal Observation/ School Site Visits Portfolio/ Document Log Teacher/Staff Survey* Goal Setting 1. Instructional Leadership / / X X 2. School Climate / X X X 3. Human Resources Management / X X 4. Organizational Management / / X / 5. Communication and Community Relations / X X / 6. Professionalism / X X / X 7. Student Academic Progress X X * Survey summaries are part of the portfolio/documentation log. X = Primary Data Source / = Secondary Data Source Evaluators may choose to use the Formative Assessment Form at the end of the chapter to document evidence from any of these sources. Self-Evaluation Self-evaluation is a process by which one may judge the effectiveness and adequacy of his or her performance, effects, knowledge, and beliefs for the purpose of self-improvement. 18 By thinking about what works, what does not work, and what type of changes one might make to be more successful, the likelihood of knowing how to improve and actually making the improvements increases dramatically. 19 Evidence suggests that self-evaluation is a critical component of the evaluation process and is strongly encouraged. Furthermore, self-evaluation can help a principal to target areas for professional development. A sample Principal Self-Evaluation Form is provided on the following pages. 15
19 Sample: Principal Self-Evaluation Form Page 1 of 2 SAMPLE Principal Self-Evaluation Form Directions: Principals should use this form annually to reflect on the effectiveness and adequacy of their practice based on each performance standard. Please refer to the performance indicators for examples of behaviors exemplifying each standard. Principal: Date: 1. Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement. Areas of strength: Areas needing work/strategies for improving performance: 2. School Climate The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. Areas of strength: Areas needing work/strategies for improving performance: 3. Human Resources Management The principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining of quality instructional and support personnel. Areas of strength: Areas needing work/strategies for improving performance: 16
20 Sample: Principal Self-Evaluation Form Page 2 of 2 4. Organizational Management The principal fosters the success of all students by supporting, managing, and overseeing the school s organization, operation, and use of resources. Areas of strength: Areas needing work/strategies for improving performance: 5. Communication and Community Relations The principal fosters the success of all students by communicating and collaborating effectively with stakeholders. Areas of strength: Areas needing work/strategies for improving performance: 6. Professionalism The principal fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the profession. Areas of strength: Areas needing work/strategies for improving performance: 7. Student Academic Progress The principal s leadership results in acceptable, measurable student academic progress based on established standards. Areas of strength: Areas needing work/strategies for improving performance: 17
21 Informal Observation/School Site Visits Informal observations/school site visits, applied in a variety of settings, provide information on a wide range of contributions made by principals. Informal observations/school site visits may range from watching how a principal interacts with others to observing programs and shadowing the administrator. Site visits are a method by which evaluators may gain insight into whether principals are meeting the performance standards. Evaluators are encouraged to conduct multiple site visits to the principal s school. During a site visit, evaluators should discuss various aspects of the job with the principal. This can take the form of a formal interview or a less structured discussion. Through questioning, the evaluator may help the principal reflect on his or her performance, which may provide insight into how the principal is addressing the standards. Such a discussion may also help the principal to think through the artifacts he or she might submit to the evaluator to demonstrate proficiency in each standard. In addition, evaluators can use the principal s responses to the questions to determine issues they would like to further explore with the principal s faculty and staff. Furthermore, it is recognized that in many cases it takes time to effect change in a school, and by having an honest, open discussion, the principal is provided an opportunity to explain the successes and trials the school community has experienced in relation to school changes. The site visit also provides an opportunity for the evaluator to offer feedback. Suggested guiding questions an evaluator may want to address are included on the Informal Observation/Site Visit Form on the following page. Following the site visit, evaluators should provide feedback to the principal. 18
22 Sample: Informal Observation/Site Visit Form Page 1 of 4 SAMPLE Informal Observation/Site Visit Form Directions: Evaluators should use this form to document evidence related to the standards obtained from informal observations or site visits. Suggested guiding questions for discussion are listed under each standard. Principal s Name: Evaluator s Name: Date: 1. Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement. Suggested Guiding Questions/Prompts: What opportunities have you created this year for collaboration among teachers? How have you strived this year to improve the teachers effective instructional practices associated with different subject areas? How do you make sure curriculum standards are taught by the teachers and mastered by the students? How do you monitor teachers performance and provide constructive feedback to them? What types of teacher learning and development activities or programs have you participated in this year? What have you learned? How do you involve the expertise of teacher leaders? Comments: Performance Standard 2: School Climate The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. Suggested Guiding Questions/Prompts: Please give some examples of the strategies you use to create and sustain a positive and safe learning environment in your school. What are the strategies you use to nurture and sustain a climate of trust in your school? Please provide a few examples of how you model care for children or model other desired characteristics for teachers and staff. What are the internal and external factors that you perceive are affecting your school? How have you strived this year to make the school environment more academically rigorous? Comments: 19
23 Sample: Informal Observation/Site Visit Form Page 2 of 4 Performance Standard 3: Human Resources Management The principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. Suggested Guiding Questions/Prompts: Please give examples of professional development initiatives implemented and/or continued this school year to improve teacher performance. In what ways do you support the achievements of high-performing teachers? How do you ensure new teachers and staff receive the support they need during their first year? How do you foster an atmosphere of professional learning among staff? What are the most difficult human resources management decisions you have made this year? What aspects went well and what aspects were challenging? Comments: Performance Standard 4: Organizational Management The principal fosters the success of all students by supporting, managing, and overseeing the school s organization, operation, and use of resources. Suggested Guiding Questions/Prompts: How do you establish routines and procedures for the smooth running of the school that staff members understand and follow? What information is used to inform the decisions related to organizational management? Instructional time is one of the most essential resources for student success in learning. What are you doing to protect instructional time? What are the strengths, weaknesses, opportunities, and challenges you have perceived in your school s organizational management? Comments: 20
24 Sample: Informal Observation/Site Visit Form Page 3 of 4 Performance Standard 5: Communication and Community Relations The principal fosters the success of all students by communicating and collaborating effectively with stakeholders. Suggested Guiding Questions/Prompts: How do you engage in open dialogue with multiple stakeholders from the larger school community? How do you involve parents and families in student learning? How do you disseminate needed information (such as student academic progress) to students, staff, parents, and the greater learning community? Please give an example of how you network with individuals and groups outside the school (e.g., business and government organizations) to build partnerships for pursuing shared goals. Comments: Performance Standard 6: Professionalism The principal fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the profession. Suggested Guiding Questions/Prompts: How do you communicate professional beliefs and values to all stakeholders? Give an example of a skill that you learned during professional interactions with colleagues that you have used successfully in your school. What professional learning have you sought out this year? In what ways have you observed a change in your role as a school leader and your leadership style? In what ways do you take an active role in professional organizations? Comments: 21
25 Sample: Informal Observation/Site Visit Form Page 4 of 4 Performance Standard 7: Student Academic Progress The principal s leadership results in acceptable, measurable student academic progress based on established standards. Suggested Guiding Questions/Prompts: What is the goal setting process in your school for student academic achievement? Please give some examples of the goals your school has set this year that are directly associated with student achievement. Please explain how interventions are designed and implemented to support student learning. What type of midcourse corrective actions do you take to accomplish desired student academic outcomes? How do you empower teachers to be truly engaged in improving student success? Comments: Evaluator s Signature Date 22
26 Portfolio/Document Log School divisions should consider a version of a portfolio or document log to best fit their needs. Artifacts of a principal s performance can serve as a valuable and insightful data source for documenting the work that principals actually do. These artifacts can be organized as portfolios or document logs as a formal aspect of the data collection system. Various school divisions call the principals own documentation of their work by various names, but the purpose is essentially the same to provide evidence of leadership excellence. Documentation provides evaluators with information related to specific standards and provides principals with an opportunity for self-reflection, demonstration of quality work, and a basis for two-way communication with their evaluators. Documentation can confirm a principal s effort to document exemplary performance, can show continuing work at a proficient level, or can demonstrate progress in response to a previously identified deficiency. Artifacts are not created solely for a portfolio or document log, but are readily reviewed in portfolio/document log form. They should provide evidence of one or more of the performance standards. Each artifact may include a caption since the artifact will be viewed in a context other than that for which it was developed. Within that binder or folder, principals may organize the material in any way they see fit; however, the emphasis should be on the quality of work, not the quantity of materials presented. Portfolios The professional portfolio is an organized collection of work that demonstrates the educator s skills, talents, and accomplishments for the evaluation cycle. It contains a broader, more comprehensive collection of material than does a document log, and the selection of material to be included is often at the discretion of the principal. The portfolio provides an opportunity to demonstrate professional competence with regard to meeting performance standards and is therefore an important part of the evaluation process. Written analysis and reflection about artifacts should be included in the portfolio to provide insight into the rationale for the events and process documented in each entry. The portfolio is an official document that is maintained by the principal and reviewed periodically by the evaluator. It is the property of the principal and follows the principal when work assignments change. The division should provide the guidelines for the portfolio and may provide the physical notebook, cover, and dividers if it is to be submitted in hard copy. A sample of the table of contents for a portfolio is provided on the next page. The principal may complete a table of contents for each performance standard including the activity names and any comments and place the artifacts immediately behind it. 23
27 Sample: Portfolio Table of Contents Page 1 of 1 SAMPLE Portfolio Table of Contents Standard Activity Name Principal Comments (Optional) 24
28 Document Logs Document logs are similar in many ways to portfolios, yet are typically more concise. They tend to contain a more confined collection of specific artifacts, sometimes containing just those documents required by the school division. A sample Documentation Cover Sheet is provided on the following page. This sheet is designed to help a principal organize documents. Also, the sheet provides examples of the types of material a principal might consider providing to show evidence of proficiency in the seven performance standards. While the preceding paragraphs have referred to the principal providing his or her own documentation as evidence of meeting the performance standards, evaluators are free to maintain their own documentation (e.g., evaluator notes or a running record) relative to the principal s performance. This type of evaluator documentation may come from a variety of sources such as those mentioned in the Informal Observation section (informally observing the principal during meetings, watching his or her interactions with others, etc.). This type of documentation should be considered along with the principal s own documentation when making formative and summative assessments. As such, evaluators should write comments related to their own documentation on the Formative Assessment Form or the Summative Assessment Form, as applicable. 25
29 Sample: Documentation Cover Sheet Page 1 of 3 SAMPLE Documentation Cover Sheet Directions: The principal should list the items he or she plans to submit as documentation of meeting each performance standard to supplement evidence gathered through other means. This form is optional. Documentation also may need to be supplemented with conversation, discussion, and/or annotations to clarify the principal s practice and process for the evaluator. Principal: School: School Year: Standard Documentation Included 1. Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement. 2. School Climate The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. 3. Human Resources Management The principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining of quality instructional and support personnel. 4. Organizational Management The principal fosters the success of all students by supporting, managing, and overseeing the school s organization, operation, and use of resources. 5. Communication and Community Relations The principal fosters the success of all students by communicating and collaborating effectively with stakeholders. 26
Albemarle County Public Schools Overview of the Administrator Performance Appraisal
Vision Albemarle County Public Schools Overview of the Administrator Performance Appraisal All learners believe in their power to embrace learning, to excel, and to own their future. Mission of the Teacher