Pennsylvania Code › Title 22 - EDUCATION › Part I - State Board of Education › Subpart A - Miscellaneous Provisions › Chapter 19 - EDUCATOR EFFECTIVENESS RATING TOOL › Section 19.3a - Principal evaluation

Current through Register Vol. 54, No. 28, July 13, 2024
Educator Effectiveness rating tools, comprised of
					 instructions and forms, function as summary records in the evaluation of the
					 effectiveness of professional employees as defined. Educator Effectiveness
					 rating tools shall be used in accordance with the General Provisions contained
					 in §
										19.1a (relating to general
					 provisions).
Table 19.3a-1 represents the rating form for the evaluation
					 of principals, including assistant or vice principals, directors of career and
					 technical centers, and supervisors of special education, and depicts the
					 significance (that is, weighting) of each rating area to the overall
					 performance rating.
Table 19.3a-1: PDE 13-2 Rating Form
PDE
								13-2
Department of Education Commonwealth of
								Pennsylvania
LEA:
School:
Employee Name (Last, First, Middle):
Rating Period:
Professional
								Employee or Temporary Professional Employee
Date Completed:
Annual
								Evaluation or Semi-Annual Evaluation (Temporary only)
PRINCIPAL RATING FORM
(A) OBSERVATION &
								PRACTICE
Domain
Rating
								(a)
Factor* (b)
Adjusted Rating (a x b)
Strategic/Cultural Leadership
[0-3]
10%-30%
[0-0.90]
Systems Leadership
[0-3]
10%-30%
[0-0.90]
Leadership for Learning
[0-3]
10%-30%
[0-0.90]
Professional & Community Leadership
[0-3]
10%-30%
[0-0.90]
(A) Observation & Practice
								Rating
[0-3]
*The four assigned factors must total
								100%.
(B) STUDENT
								PERFORMANCE
Building Level
								Score**
Converted to a 0-3 Point Scale
[0-3]
**Scores for principals assigned to
								multiple buildings shall be calculated pro rata.
(C) PERFORMANCE GOALS
Performance Goals
								Rating
[0-3]
(D) PRINCIPAL SUMMATIVE RATING
								(ALL MEASURES)
Principal Category
Measure
Rating
								(f)
Factor (g)
Adjusted Rating (f x g)
Principal/Temporary Principal with
								Building Level Data
Observation & Practice
[0-3]
70%
[0-2.10]
Building Level
								Data
[0-3]
10%
[0-0.30]
Performance
								Goals
[0-3]
20%
[0-0.60]
PRINCIPAL WITH BUILDING LEVEL
								DATA RATING
[0-3]***
Principal/Temporary Principal w/out
								Building Level Data
Observation & Practice
[0-3]
80%
[0-2.40]
Performance
								Goals
[0-3]
20%
[0-0.60]
PRINCIPAL W/OUT BUILDING LEVEL
								DATA RATING
[0-3]***
***Final Rating Values
0 Failing
1 Needs Improvement
2 Proficient
3
								Distinguished
I certify the afore-named
								employee has received a performance rating of:
[]
DISTINGUISHED
[]
PROFICIENT
[]
NEEDS IMPROVEMENT
[]
FAILING
Distinguished, Proficient, or Needs
								Improvement* shall be considered Satisfactory. Failing shall be considered
								Unsatisfactory. *A second Needs Improvement rating issued by the same employer
								within 4 years of the first where the employee is in the same certification
								shall be considered Unsatisfactory.
The performance rating shall be
								deemed:
[]
SATISFACTORY
[]
UNSATISFACTORY
Date:
Rater Name/Position:
Date:
Chief School Administrator
								Signature:
I acknowledge that I have read
								the information contained herein and that I have been provided an opportunity
								to discuss it with the rater.
Date:
Employee Signature:
Employee signature does not signify
								agreeance with the performance rating.
(a)
Observation and Practice
(1)
				  The evaluation of the effectiveness of a professional employee serving as a
				  principal shall be based on observation and practice models (see Table 19.1a-1:
				  Rating Areas and Significance by Professional Employee Evaluated).
(2) Approved practice models related to
				  planning and preparation, school environment, delivery of service and
				  professional development shall be aligned to four domains of leadership and
				  published on the Department's web site. The practice models and four domains
				  establish a framework for the Observation and Practice evaluation of
				  principals. An LEA may use any portion or combination of the approved practice
				  models associated with a domain in determining a domain rating for the
				  professional employee.
(3) A rating
				  must be given in each of the four domains, with each domain rating constituting
				  a percentage of the single, summative Observation and Practice
				  rating.
(4) The percentage, or
				  weighting, assigned to each domain must be established before the start of the
				  evaluation period by the principal and the evaluator (see Table 19.3a-2:
				  Principal Observation & Practice Weighting by Domain).
(i) No domain shall be assigned a value of
				  less than 10% or greater than 30%.
(ii) The total of the four domains must equal
				  100% of the rating for Observation and Practice.
Table 19.3a-2: Principal Observation & Practice
					 Weighting by Domain
DOMAIN
PERCENTAGE OF OBSERVATION
								&PRACTICE RATING
I.
Strategic/Cultural Leadership
10%-30%
II.
Systems Leadership
10%-30%
III.
Leadership for Learning
10%-30%
IV.
Professional & Community
								Leadership
10%-30%
(5) The rating for each domain of principal
				  practice shall be based on the four levels of performance as defined in Table
				  19.3a-3.
Table 19.3a-3: The Four Levels of Performance by
					 Domain* (Principal)
I. STRATEGIC/CULTURAL LEADERSHIP
								(10%-30%)
School leaders/supervisors
								systematically and collaboratively develop a positive, equitable, and inclusive
								culture to promote continuous student growth and staff development. They
								articulate and model a clear vision for the school that meaningfully engages
								all students, communities, and staff.
Failing
Needs Improvement
Proficient
Distinguished
The school leader/supervisor provides little or no
								strategic direction with most work being done by staff in isolation. Decisions
								are not student-focused and reflect opinion with little use of data. Fails to
								recognize the need for change.
The school leader/supervisor provides
								some strategic direction with a few collaborative processes in place. Data is
								used sparingly to make decisions with some focus on improvement. The culture is
								moderately student-centered. Change occurs only when required to meet the
								expectations of others.
The school leader/supervisor utilizes a
								data-based vision that is student-centered. The culture is collaborative with a
								focus on continuous improvement. The staff is held accountable for student
								success. Change is evidence based.
The school leader/supervisor
								establishes a future-focused, data-based vision around individual student
								success. The culture is highly collaborative with staff accepting
								responsibility for the achievement of each student. Change for continuous
								improvement is embraced.
II. SYSTEMS LEADERSHIP
								(10%-30%)
School leaders/supervisors ensure that
								there are processes and systems in place for budgeting, staffing, problem
								solving, communicating expectations, and scheduling that result in organizing
								the work routines. They must manage efficiently, effectively, and safely to
								foster student achievement in a positive, equitable, inclusive environment.
Failing
Needs Improvement
Proficient
Distinguished
The school leader/supervisor establishes an
								educational environment that is characterized by disorder and conflict with no
								plan evident for school safety. Resources are allocated with little or no focus
								on the needs of students. Staff is low performing with no system designed to
								improve.
The school leader/supervisor establishes an educational
								environment in which rules and regulations partially support orderly conduct
								and school safety. Educator evaluations are completed as an administrative
								process only. Resources are not allocated equitably to meet the needs of all
								students.
The school leader/supervisor establishes and communicates a
								clear plan for school safety. An effective educator evaluation system is used
								to improve instruction. Time schedules, student scheduling, and other resources
								are structured to meet the needs of all students.
The school
								leader/supervisor clearly involves all staff in the development and
								implementation of a safe school plan. Evidence-based research and strategies
								are mainstays of a plan for improvement of instruction. Staff and students
								maintain a respectful environment and celebrate differences. Resources are
								equitably allocated based upon student need and are aligned with a clearly
								stated vision.
III. LEADERSHIP FOR LEARNING
								(10%-30%)
School leaders/supervisors ensure that
								a standards-aligned system is in place to address, in a positive, equitable,
								and inclusive manner, the linkage of curriculum, instruction, assessment; data
								on student learning; and educator effectiveness based on research and emerging,
								evidence-based best practices.
Failing
Needs Improvement
Proficient
Distinguished
The school leader/supervisor establishes an
								educational environment that is characterized by low expectations for both
								students and staff. Curriculum, instruction, and assessment are viewed as
								independent entities. No plan for improvement exists. Significant interruptions
								to instructional time frequently occur.
The school leader/supervisor
								establishes an educational environment that is characterized by inconsistent
								expectations. Effort is being made to align curriculum, instruction, and
								assessment. School improvement efforts are sporadic. The quality of instruction
								is inconsistent. A moderate number of interruptions occur.
The school
								leader/supervisor regularly and consistently communicates high expectations to
								staff, students, and community. Curriculum, instruction, and assessment are
								aligned. The school leader/supervisor is at the forefront of improvement
								efforts and assures high quality instruction is delivered to all students.
								Instructional time is maximized with few or no interruptions.
The
								school leader/supervisor ensures students and staff support and maintain high
								expectations. The school leader/supervisor and staff collaborate on a
								consistent basis to assess and align curriculum, instruction, and assessment.
								School improvement efforts are jointly developed by the school
								leader/supervisor and staff. Instructional time is highly valued and maximized
								without unnecessary interruptions.
IV. PROFESSIONAL AND COMMUNITY
								LEADERSHIP (10%-30%)
School leaders/supervisors promote the
								success of all students, the positive interactions among building stakeholders,
								and the professional growth of staff by acting with integrity, fairness, and in
								an ethical manner.
Failing
Needs Improvement
Proficient
Distinguished
The school leader/supervisor establishes little or
								no communication among school and the community. Staff members exhibit low
								levels of professionalism. Little or no professional development exists.
The school leader/supervisor establishes minimal levels of
								communication among school and the community. Staff members exhibit moderate
								levels of professionalism. Isolated professional development activities exist.
The school leader/supervisor ensures that there is regular, consistent
								communication among school and community. Community members are partners in the
								educational program. Staff members exhibit high levels of professionalism.
								Professional development is based upon identified needs and is aligned with
								instructional priorities.
The school leader/supervisor ensures that
								high levels of two-way communication exist among school and community. Staff
								members are involved beyond the school day to support students' academic and
								social-emotional needs. Staff is highly involved in planning, implementing, and
								participating in professional development aligned with instructional
								priorities.
*Crosswalks pertaining to the four domains in Leadership
					 Observation and Practice in the rating form and the professional practice areas
					 of planning and preparation, school environment, delivery of service, and
					 professional development, as set forth in section
					 1138.4(a) are
					 posted on the Department's web site.
(6) Observation and Practice ratings shall be
				  informed using evidentiary source materials noted in the professional
				  employee's record, including dates and times as applicable. Records may
				  include, but are not limited to, any combination of the following items as
				  appropriate for the employee and the employee's placement in a school or
				  program:
(i) Notations of professional
				  observations, employee/rater conferences or interviews, or informal
				  observations or visits.
(ii)
				  Communication logs (such as emails, letters, notes regarding phone
				  conversations to parents, staff, students, community members).
(iii) Utilization of formative and summative
				  assessments that impact instruction and critiques of lesson plans.
(iv) Agendas and minutes of meetings,
				  programs, courses, or planning sessions.
(v) Family, parent, school and community
				  feedback.
(vi) Development and
				  implementation of school improvement plans, professional growth programs,
				  in-service programs, student assemblies, safety programs, and other events or
				  programs that promote educational efficacy, health and safety.
(vii) Budget and expenditure
				  reports.
(viii) Professional
				  development documentation toward continuance of certification or licensure or
				  both.
(ix) Examination of sources
				  of evidence provided by the employee.
(7) The evidence and evaluator observations
				  and findings shall provide the basis for rating the professional employee's
				  level of performance in each of the four domains and for assigning each domain
				  rating a zero, one, two or three point value.
(8) The rating value for each domain is
				  adjusted by the percentage factor attributed to that domain (see Table 19.3a-1:
				  PDE 13-2 Rating Form, Part (A)); the sum of the adjusted values is the
				  Principal Observation and Practice rating.