By January 30 Mid-Year Conference with the principal including review of student growth goal, PGP, and documentation Student Academic Growth Goal Setting Form Reflective Practice, Student Growth and Professional Growth Planning Template Documentation Form Principal Mid-Year Performance Review March Teachers, principals and superintendents complete TELL KENTUCKY (another possible location for Val-Ed)  By end of school year Superintendents conduct observation/site visit Observation/Site Visit Form  By June 30 End-of-Year Review of all Principals including review of student growth goal, PGP, and documentation Student Academic Growth Goal Setting Form Reflective Practice and Professional Growth Planning Template Documentation Form Principal Summative Performance Report IMPROVING PROFESSIONAL PERFORMANCE Supporting principals is essential to the success of schools. Many resources are needed to assist principals in growing professionally. Sometimes additional support is required to help principals develop so that they can meet the performance standards for their school. One tool that may be used at the discretion of the superintendent is the Support Dialogue Process, a district-level discussion between the superintendent and the principal. It is an optional process to promote conversation about performance in order to address specific needs or desired areas for professional growth. Figure 10: Explanation of Support Dialogue Support Dialogue Purpose For principals who could benefit from targeted performance improvement OR who would like to systematically focus on his or her own performance growth. Initiates Process Superintendent or principal Documentation Form Provided: Optional Memo or other record of the discussion/other forms of documentation at the district level Outcomes Performance improvement is documented with the support dialogue continued at the discretion of the superintendent or the principal Support Dialogue The Support Dialogue Process is initiated by superintendents or principals at any point during the school year for use with personnel whose professional practice would benefit from additional
2.6 Addresses barriers to teacher and staff performance and provides positive working conditions to encourage retention of highly effective personnel. 2.7 In collaboration with the school council, as appropriate, ensures a school safety plan is developed and implemented in alignment with district policy. 2.8 Involves students, staff, parents, and the community to create and sustain a positive, safe, and healthy learning environment which reflects state, district, and local school policies, and procedures. 2.9 In collaboration with the school council, leads the development and/or implements best practices in school-wide behavior management that are effective within the school community and communicates behavior management expectations to students, teachers, and parents. 2.10 Is visible, approachable, and dedicates time to listen to the concerns of students, teachers, and other stakeholders. 2.11 Maintains a positive, inviting school environment that celebrates, promotes and assists in the development of the whole child/student, and values every child/student as an important member of the school community. Ineffective Developing . Accomplished is the expected level of performance Exemplary In addition to meeting the requirements for Accomplished The principal rarely promotes the success of all students by developing, advocating, or sustaining an academically rigorous, positive, or safe school climate for all stakeholders. The principal inconsistently promotes the success of all students by developing, advocating, or sustaining an academically rigorous, positive, or safe school climate for all stakeholders. The principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. The principal seeks out new opportunities or substantially improves existing programs to create an environment where students and stakeholders thrive and the rigor of academic expectations has significantly increased as evident through results. 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 an effective and efficient selection process in consultation with the school council. 3.2 Assigns highly-effective staff in a fair and equitable manner based on student and school needs, assessment data, and local and state requirements. 3.3 Supports formal building-level employee induction processes and informal procedures to support and assist all new personnel. 3.4 Provides a mentoring process for all new and targeted instructional personnel.
Performance Standard 6: Professionalism The principal fosters the success of all students by demonstrating professional standards and ethics, engaging in continuous professional learning, 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, district, and state 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, optimistic, and straight-forward attitude. 6.7 Provides leadership in the exchange of 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 communicate, promote, and support the shared vision, mission, and goals of the school district. 6.9 Assumes responsibility for personal professional growth through accurate self-reflection on professional practice, and engages in continuous learning. 6.10 Contributes and supports the development of the profession through service as an instructor, mentor, coach, presenter, and/or researcher. 6.11 Remains current with research related to educational issues, trends, and practices and maintains a high level of technical and professional knowledge. Suggested Guiding Questions/Prompts: Please give an example of a way in which you have demonstrated your professionalism in activities outside the school district. 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? Evidence requested by the evaluator or provided by the principal: Indicate contributor with an (E) or (P). Evaluator’s Feedback:
APPENDIX A – TELL KY & Principal Performance Standards Crosswalk TELL Kentucky Categories Performance Standards Time Instructional Leadership School Climate Facilities and Resources Instructional Leadership Organizational Management Professional Development Instructional Leadership Instructional Practices and Support Instructional Leadership Human Resources Management Community Support and Involvement Communication & Community Relations Managing Student Conduct School Climate Teacher Leadership Human Resources Management Organizational Management School Leadership Instructional Leadership Human Resources Management Organizational Management New Teacher Support Human Resources Management APPENDIX B: VAL-ED & Principal Performance Standards Crosswalk