5.10 Assesses, plans for, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling based on relevant evidence. 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, but not necessarily all performance indicators. Performance Rubrics The performance rubric is a behavioral summary scale that describes acceptable performance levels for each of the seven performance standards. It states the measure of performance expected of principals and provides a general description of what a rating entails. The rating scale is applied for the summative evaluation of all principals. The performance rubrics guide evaluators in assessing how well a standard is performed. They are provided to increase reliability among evaluators and to help principals focus on ways to enhance their leadership practices. Figure 5 shows an example of a performance appraisal rubric for Standard 5 (Communication and Community Relations). Figure 5: Performance Appraisal Rubric Exemplary In addition to meeting the requirements for Accomplished... Accomplished is the expected level of performance. Developing Ineffective The principal seeks and effectively engages stakeholders in order to promote the success of all students through productive and frequent communication. The principal fosters the success of all students by communicating and collaborating effectively with stakeholders. The principal inconsistently communicates and/or infrequently collaborates with stakeholders. The principal demonstrates inadequate and/or detrimental communication or collaboration with stakeholders.
Figure 14: Definitions of Terms used in Rating Scale Cat. Description Definition Exemplary The principal performing at this level maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established performance standard, and does so in a manner that exemplifies the school’s mission and goals. This rating is reserved for performance that is truly exemplary and is demonstrated with significant student academic progress. Exceptional performance: sustains high performance over the evaluation cycle empowers teachers and students and consistently exhibits behaviors that have a strong positive impact on student academic progress and the school climate serves as a role model to others Accomplished The principal meets the performance standard in a manner that is consistent with the school’s mission and goals and has a positive impact on student academic progress. Proficient performance: consistently meets the requirements contained in the job description as expressed in the evaluation criteria engages teachers and exhibits behaviors that have a positive impact on student academic progress and the school climate demonstrates willingness to learn and apply new skills Developing The principal is starting to exhibit desirable traits related to the standard, but has not yet reached the full level of proficiency expected (i.e., developing) or the principal’s performance is lacking in a particular area (i.e., needs improvement).The principal often performs less than required in the established performance standard or in a manner that is inconsistent with the school’s mission and goals and results in below average student academic progress. Below acceptable performance: requires support in meeting the standards results in less than expected quality of student academic progress requires principal professional growth be jointly identified and planned between the principal and evaluator Ineffective The principal consistently performs below the established performance standard or in a manner that is inconsistent with the school’s mission and goals and results in minimal student academic progress. Unacceptable performance: does not meet the requirements contained in the job description as expressed in the evaluation criteria results in minimal student academic progress may contribute to a recommendation for the employee not being considered for continued employment Mid-Year Review (Needs decision by the steering committee prior to field test.) Principals within the school district will receive a mid-year formative evaluation to provide systematic feedback prior to the completion of a summative evaluation. Using the multiple data
complete all of the Corrective action Plan activities. Notification of principal demotion should occur by May 15. The evaluator should submit the signed Principal Summative Performance Report to the Human Resource Department within 10 calendar days of completing the summative conference. Note: The details for the actual evaluation schedule should be determined by the school district prior to implementation. Figure 15: Possible Evaluation Schedule Timeline Activity Task or Document Responsibility of Evaluator Principal By October 1 Principals conduct on survey results and performance standards Principal and evaluator collaboratively develop PGP Reflective Practice and Professional Growth Planning Template Reflective Practice and Professional Growth Planning Template By October 30 Principal and evaluator collaboratively set student growth goal Student Academic Growth Goal Setting Form Prior to review Evaluators conduct observation/site visit Observation/Site Visit Form By January 30 Mid-Year formative evaluation 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 Mid-Year Performance Review By end of school year Evaluators conduct observation/site visit Observation/Site Visit Form  By June 30 Summative Evaluation 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 All dates need to be revisited based on information from state dates. Documentation Records Documentation records are maintained by both the principal and the evaluator for the entire evaluation period. If the principal transfers among schools within the district, the documentation may be forwarded to the receiving school’s site administrator. At the end of an evaluation cycle, the evaluator should retain copies of the Reflective Practice and Professional Growth Planning Template Observation/Site Visit Form, Documentation Form, Student Academic Growth Goal Setting Form, Principal Mid-Year Performance Review, Principal Summative Performance Report, and Corrective Action Plan (if needed). year
3.4 Provides a mentoring process for all new and targeted instructional personnel. 3.5 Manages the supervision and evaluation of staff in accordance with local and state requirements. 3.6 Properly implements the teacher and staff effectiveness systems, supports the important role evaluation plays in teacher and staff learning, and evaluates performance of personnel using multiple data sources. 3.7 Documents evidence of teacher effectiveness, provides timely, on-going formal and informal feedback on strengths and areas of growth, and provides support, access to resources, and professional learning opportunities for teachers and staff to improve job effectiveness. 3.8 Makes appropriate recommendations relative to personnel transfer, retention, promotion, and dismissal consistent with established policies and procedures and with student academic growth as a significant consideration. 3.9 Recognizes and supports highly effective teachers and staff and cultivates their leadership potential. 3.10 Maximizes human resources by building on the strengths of teachers and staff members through the collaborative development and implementation of the professional growth plan that aligns with the school and/or district plan. Exemplary In addition to meeting the requirements for Accomplished... Accomplished is the expected level of performance. Developing Ineffective The principal consistently demonstrates expertise in human resources management, which results in a highly- effective workforce (e.g. high teacher and staff efficacy, increased student learning, teacher leaders). The principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. The principal inconsistently assists with selection and induction, or inconsistently supports, evaluates, and retains quality instructional and support personnel. The principal inadequately assists with selection and induction, or inadequately supports, evaluates, and retains quality instructional and support personnel. 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 Kentucky school laws and regulations, and school/district policies and procedures. 4.2 Establishes, in collaboration with the school council, and enforces policies and procedures to ensure a safe, secure, efficient, and orderly facility and grounds.
Figure 18: Forms Form Documentation Completed by Evaluator Principal Self-Reflection/ Professional Growth Reflective Practice and Professional Growth Planning Template   Observation/ Site Visit Observation/Site Visit Form Documentation Documentation Form  Goal Setting Student Academic Growth Goal Setting Form   Reports Principal Mid-Year Performance Review  Principal Summative Performance Report Improvement Support Dialogue Form (optional)  Corrective Action Plan Form
Reflective Practice and Professional Growth Planning Template Principal EPSB ID# School Grade Level/Subject(s) Part A: Reflection on Survey Results VAL-ED 360 TELL Kentucky Other: Number of Surveys Distributed Number of Completed Surveys Returned Percentage of Completed Surveys Returned Describe your survey population(s). List factors that might have influenced the results. What did teachers/staff perceive as major strengths? What did teachers/staff perceive as major weaknesses? How will you use this information for continuous professional growth?
3) Summative Reflection: Complete this section at the end of the year to describe the level of attainment for each Professional Growth Goal Date: End of Year Reflection: Next Steps: Administrator’s Signature: Date: Supervisor’s Signature: Date:
Principal Summative Performance Report Directions: Evaluators use this form prior to provide the principal with an assessment of performance. The principal should be given a copy of the form at the end of each evaluation cycle. Principal: School Year(s): School: Performance Standard 1: Instructional Leadership Exemplary In addition to meeting the requirements for Accomplished... Accomplished is the expected level of performance. Developing Ineffective The principal actively and consistently employs innovative and effective leadership strategies that maximize student academic growth and result in a shared vision of teaching and learning that reflects excellence. 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 growth and school improvement. The principal inconsistently fosters the success of all students by facilitating the development, communication, implementation, or evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement. The principal rarely fosters the success of all students by facilitating the development, communication, implementation, or evaluation of a shared vision of teaching and learning that leads to student academic growth and school improvement. Comments: Performance Standard 2: School Climate Exemplary In addition to meeting the requirements for Accomplished... Accomplished is the expected level of performance. Developing Ineffective 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. 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 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 rarely promotes the success of all students by developing, advocating, or sustaining an academically rigorous, positive, or safe school climate for all stakeholders. Comments:
Performance Standard 3: Human Resources Management Exemplary In addition to meeting the requirements for Accomplished... Accomplished is the expected level of performance. Developing Ineffective The principal consistently demonstrates expertise in human resources management, which results in a highly- effective workforce (e.g. high teacher and staff efficacy, increased student learning, teacher leaders). The principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. The principal inconsistently assists with selection and induction, or inconsistently supports, evaluates, and retains quality instructional and support personnel. The principal inadequately assists with selection and induction, or inadequately supports, evaluates, and retains quality instructional and support personnel. Comments: Performance Standard 4: Organizational Management Exemplary In addition to meeting the requirements for Accomplished... Accomplished is the expected level of performance. Developing Ineffective The principal excels at organizational management, demonstrating proactive decision-making, coordinating efficient operations, and maximizing available resources. The principal fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources. The principal inconsistently supports, manages, or oversees the school’s organization, operation, or use of resources. The principal inadequately supports, manages, or oversees the school’s organization, operation, or use of resources. Comments:
Performance Standard 5: Communication and Community Relations Exemplary In addition to meeting the requirements for Accomplished... Accomplished is the expected level of performance. Developing Ineffective The principal seeks and effectively engages stakeholders in order to promote the success of all students through productive and frequent communication. The principal fosters the success of all students by communicating and collaborating effectively with stakeholders. The principal inconsistently communicates and/or infrequently collaborates with stakeholders. The principal demonstrates inadequate and/or detrimental communication or collaboration with stakeholders. Comments: Performance Standard 6: Professionalism Exemplary In addition to meeting the requirements for Accomplished... Accomplished is the expected level of performance. Developing Ineffective The principal demonstrates professionalism beyond the school district through published works, formal presentation(s), involvement in state and national committees and/or leadership opportunities and/or formal recognition(s) or award(s). The principal fosters the success of students by demonstrating professional standards and ethics, engaging in continuous professional learning, and contributing to the profession. The principal is inconsistent in demonstrating professional standards, engaging in continuous professional learning, or in contributing to the profession. The principal shows disregard for professional standards and ethics, engaging in continuous professional learning, or contributing to the profession. Comments:
Performance Standard 7: Student Growth Exemplary In addition to meeting the requirements for Accomplished... Accomplished is the expected level of performance. Developing Ineffective In addition to meeting the standard, the principal’s leadership results in a high level of student academic growth with all populations of learners. The principal’s leadership results in acceptable, measurable, student academic growth based on established standards. The principal’s leadership results in less than typical student academic growth. The principal’s leadership results in minimal student academic growth. Comments: Evaluation Summary Recommended for continued employment. Recommended for placement on a Corrective Action Plan. (One or more standards are ineffective or two or more standards are developing.) Recommended for Dismissal/Non-renewal. (The principal has failed to make progress on a Corrective Action Plan, or the principal consistently performs below the established standards, or in a manner that is inconsistent with the school’s mission and goals.) Commendations: Areas Noted for Improvement: Improvement Goals: