Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 50 - EVALUATION OF EDUCATOR LICENSED EMPLOYEES UNDER ARTICLES 24A AND 34 OF THE SCHOOL CODE › Subpart E - TRAINING FOR EVALUATORS › Appendix A - Illinois Standards for Principal Evaluation

Current through Register Vol. 48, No. 28, July 12, 2024
The Illinois Standards for Principal Evaluation align to the
				  Educational Leadership Policy Standards: Interstate School Leaders Licensure
				  Consortium (ISLLC) 2008, adopted by the National Policy Board for Educational
				  Administration and posted at
http://www.npbea.org/ projects
.php
				  (no later amendments to or editions of these standards are incorporated by this
				  Part). The Illinois Standards for Principal Evaluation are intended to guide
				  the process used in evaluating the professional practice of principals;
				  therefore, any rubric used to formulate a performance evaluation rating shall
				  be aligned to the standards set forth in this Appendix.
Standard I: Living a Mission, Vision and Beliefs for
				  Results
The principal works with the staff and community to build a
				  shared mission, vision and beliefs of high expectations that ensures all
				  students are on the same path to college and career readiness and holds staff
				  accountable for results.
Indicator a: Coordinates efforts to create and
				  implement a vision for the school and defines desired results and goals that
				  align to the overall school vision and lead to student improvement for all
				  learners.
Indicator b: Ensures that the school's identity,
				  vision, and mission drive school decisions.
Indicator c: Conducts difficult but crucial
				  conversations with individuals, teams, and staff based on student performance
				  data in a timely manner for the purpose of enhancing student learning and
				  results.
Standard II: Leading and Managing Systems Change
The principal creates and implements systems to ensure a
				  safe, orderly, and productive environment for student and adult learning toward
				  the achievement of school and district improvement priorities.
Indicator a: Develops, implements, and monitors
				  the outcomes of the school improvement plan and schoolwide student achievement
				  data results to improve student achievement.
Indicator b: Creates a safe, clean, and orderly
				  learning environment.
Indicator c: Collaborates with staff to allocate
				  personnel, time, materials, and adult learning resources appropriately to
				  achieve school improvement plan targets.
Standard III: Improving Teaching and Learning
The principal works with the school staff and community to
				  develop a research-based framework for effective teaching and learning that is
				  refined continuously to improve instruction for all students.
Indicator a: Works with staff to develop a
				  consistent framework for effective teaching and learning that includes a
				  rigorous and relevant standards-based curriculum and research-based
				  instructional practice, and high expectations for student performance.
Indicator b: Creates a continuous improvement
				  cycle that uses multiple forms of data and student work samples to support
				  individual, team, and schoolwide improvement goals; identifies and addresses
				  areas of improvement; and celebrates successes.
Indicator c: Implements student interventions that
				  differentiate instruction based on student needs.
Indicator d: Selects and retains teachers with the
				  expertise to deliver instruction that maximizes student learning.
Indicator e: Evaluates the effectiveness of
				  instruction and of individual teachers by conducting frequent formal and
				  informal observations providing timely feedback on instruction, preparation,
				  and classroom environment as part of the district's teacher appraisal
				  system.
Indicator f: Ensures the training, development,
				  and support for high-performing instructional teacher teams to support adult
				  learning and development to advance student learning and performance.
Indicator g: Develops systems and structures for
				  staff professional development and sharing of effective practices, including
				  providing and protecting staff time allotted for development.
Standard IV: Building and Maintaining Collaborative
				  Relationships
The principal creates a collaborative school community in
				  which the school staff, families, and community interact regularly and share
				  ownership for the success of the school.
Indicator a: Creates, develops, and sustains
				  relationships that result in active student engagement in the learning
				  process.
Indicator b: Utilizes meaningful feedback of
				  students, staff, families, and community in the evaluation of instructional
				  programs and policies.
Indicator c: Proactively engages families and
				  communities in supporting their children's learning and the school's learning
				  goals.
Indicator d: Demonstrates an understanding of the
				  change process and uses leadership and facilitation skills to manage it
				  effectively.
Standard V: Leading with Integrity and Professionalism
The principal works with the school staff and community to
				  create a positive context for learning by ensuring equity, fulfilling
				  professional responsibilities with honesty and integrity, and serving as a
				  model for the professional behavior of others.
Indicator a: Treats all people fairly, equitably,
				  and with dignity and respect.
Indicator b: Demonstrates personal and
				  professional standards and conduct that enhance the image of the school and the
				  educational profession. Protects the rights and confidentiality of students and
				  staff.
Indicator c: Creates and supports a climate that
				  values, accepts, and understands diversity in culture and point of view.
Standard VI: Creating and Sustaining a Culture of High
				  Expectations
The principal works with staff and the community to build a
				  culture of high expectations and aspirations for every student by setting clear
				  staff and student expectations for positive learning behaviors and by focusing
				  on students' social and emotional learning.
Indicator a: Builds a culture of high aspirations
				  and achievement for every student.
Indicator b: Requires staff and students to
				  demonstrate consistent values and positive behaviors aligned to the school's
				  vision and mission.
Indicator c: Leads a school culture and
				  environment that successfully develops the full range of students' learning
				  capacities - academic, creative, social and emotional, behavioral, and
				  physical.