Measurement Examples: Utilizing multiple sources of data, the principal identifies an that exists within the school. Working together with staff, the principal develops and implements a detailed plan towards improvement. Written goals with timelines are established for eliminating differences in achievement for students at different socioeconomic levels, ethnicities, language abilities (ELL), and with disabilities. The degree to which a principal achieves school achievement goals. The degree to which a principal achieves individual student achievement goals. School Improvement Plan (SIP) is written by school leaders, shared with the staff, and monitored by school leaders. Response to Intervention (RTI) goals, interventions, and data collection systems are evident. Data is used and reviewed in every teacher/department/team meeting to improve instruction, to determine differentiation, and to drive re-teaching. Rubric for Domain 2: Student Growth and Achievement 4 Exemplary 3 Proficient 2 Basic 1 Does Not Meet Analysis of Assessment and Accountability Systems Shares and models process of data analysis with staff to share results and build capacity. Collects and analyzes multiple forms of data; Data are aggregated and disaggregated. Limited collection and analysis of data. Does not attempt to collect and, analyze data. for School Achievement Models the process of developing shared ownership of school achievement goals. Develops and implements clear, measureable goals with specific timelines focused on student achievement at the school level and shares with staff. Generates limited, general goals without timelines or clear focus on student achievement. Does not develop goals focused on improving student achievement. Goals for Student Achievement Models and builds the capacity of to create individual student achievement goals based on data. Ensures there is a consistent process to establish clear and measureable goals focused on improving individual student achievement. Develops a general process without clear focus on individual student achievement. Does not develop goals that relate to individual student achievement. Continually examines and Ensures that programs and Limited oversight and support of Intervention programs and
Programs and Intervention Practices expands options for individual students to make adequate progress. practices are in place to provide instructional interventions as indicated by individual student data. programs and practices for students who are not making progress. practices are not in for students not making progress. Score for Domain 2: Student Growth and Achievement ____ Data Collection and Analysis ____ Goals for School Achievement ____ for Student Achievement ____ Program and Intervention Practices Comments: Domain 3: School Planning and Progress Descriptor: This domain focuses on the principal’s ability to manage school planning processes for achieving school improvement goals and ensuring quality implementation of the programs and services identified with increasing student success. It includes developing, implementing, and monitoring a School Improvement Plan (SIP). Standards: The principal collects and uses data to identify school improvement goals, assess organizational effectiveness, and promotes organizational learning. The principal monitors and evaluates progress and revises school improvement plans. The principal ensures and monitors the implementation of a comprehensive, rigorous, and coherent curricular program. The principal develops the instructional and leadership capacity of staff. Measurement Examples: School Improvement Plan (SIP). Data collection and analysis (attendance rates, discipline referrals, graduation rates, SAT/ACT scores, NWEA data, TerraNova data, NECAP data, PBIS, AP scores, student work samples, formative and summative teacher-administered test data, use of school-wide rubrics, special recognitions and accomplishments).
Minutes, agenda, handouts, results of projects and initiatives of School Improvement or Continuous Improvement committees and/or groups. Principal self-reports. 360-degree survey feedback from staff and parents. District records. Teacher and staff interviews and focus groups. Rubric for Domain 3: School Planning and Progress 4 Exemplary 3 Proficient 2 1 Does Not Meet School Improvement Plan (SIP) Develops a SIP that incorporates innovative methods and/or strategies to implement SIP. Writes a comprehensive SIP, which includes curriculum, instruction, distributed leadership, and continuous improvement goals. Writes a SIP yet does not include one or more curriculum, instruction, continuous improvement, or leadership Does not attempt to write a SIP. Monitors SIP Continually monitors the SIP with staff to ensure SIP implementation. Monitors and evaluates progress and revises school improvement plans. Inconsistent review and monitoring of SIP implementation. Does not monitor SIP. Rigorous and coherent curriculum Ensures that essential elements of the curriculum are regularly examined and revised, with an eye toward making instruction more focused and efficient. Ensures that the written curriculum has been unpacked so that essential elements are identified and monitored. Inconsistent on unpacking curriculum and identifying essential elements. Does not monitor curriculum unpacking; no evidence of essential elements. Instructional capacity and development of Regularly intervenes to ensure that ineffective instructional practices are corrected and effective instructional Demonstrates knowledge about effective instructional strategies, and frequently provides meaningful feedback for Demonstrates limited knowledge effective instructional strategies, and provides little feedback for instructional improvement. Does not demonstrate knowledge or communication effective instructional practice.
Portfolio artifacts of principal performance. 360-degree survey feedback from staff. Observations. Recruitment and retention of faculty and students. Stakeholder participation in school activities, or functions. Stakeholder involvement in other school or community events. Attendance rates, discipline rates. News clippings and other mentions in media and school publications. Rubric for Domain 4: School Culture 4 Exemplary 3 Proficient 2 Basic 1 Does Not Meet Routines and Procedures for a Safe and Orderly Environment Ensures that and procedures are in place and are routinely reviewed/updated to ensure a safe, orderly school environment; Ongoing monitoring of staff’s perception. Ensures that routines and procedures that lead to safe, orderly conduct are in place. Monitors the extent to which school staff shares that perception. Attempts to establish routines/procedures that lead to safe and orderly conduct, but does not complete the task or does so partially. Does not attempt to ensure that well-defined routines and procedures that lead to safe and orderly conduct are in Management of Fiscal, Operational, and Technological Resources In addition to managing and monitoring all resources, actively seeks and procures additional resources to further instruction and achievement. Manages the fiscal, operational, and technological resources necessary to support effective teaching and learning. Monitors how resources and efficiencies influence instruction and achievement for all. Attempts to manage the fiscal, operational, and technological resources necessary to support effective teaching and learning, but does not complete the task or does so partially. Does not attempt to manage the fiscal, operational, and technological resources necessary to support effective teaching and learning. Distributed Leadership and Collaboration Utilizes information from effectiveness reflection to intervene and provide direct support when Ensures that input is regularly collected from staff; appropriately delegates responsibilities. Monitors the Attempts to collect input from staff and delegates some responsibilities, but does not complete the task or does so Does not seek input from teachers and staff, delegates limited responsibility to others. defined
____ Integrity and Ethics Comments: Domain 6: Stakeholder Support and Engagement Descriptor: This domain focuses on the principal’s ability to build strong community relationships with stakeholders within and outside the school. This includes the ability to collaborate and partner with stakeholders and to identify and mobilize community resources for the good of the school program. Community stakeholders become valued participants in the school. (Rethinking Principal Evaluation) Standards: The principal promotes understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources. The principal builds and sustains positive relationships with families and caregivers. The principal builds and sustains productive relationships with community partners. Measurement Examples: Portfolio artifacts of principal performance. Student, faculty, district staff, parent and community stakeholder surveys, interviews or focus groups. Awards and local school recognitions. Newsletters or media brochures or other communication feedback measures, and district observations. Interactive website or social networking technologies for students, parents, and community. Rubric for Domain 6: Stakeholder Support and Engagement 4 Exemplary 3 Proficient 2 Basic 1 Does Not Meet Understanding the Community Continually monitors the school program and facilitates ongoing dialogue with the community to optimize the Ensures that community input is considered in development of the school program to ensure optimal Attempts to solicit community input, but does not complete the task or does so partially. Does not solicit community input regarding the optimal functioning of the school.
functioning of the school. functioning of the school. Relationships with Families Creates a culture in which all families are welcomed, heard, and positively engaged in the school community. Builds capacity of the staff to positively engage families, and to share the school’s vision for high achievement. Sets expectations for on the process/tone for welcoming and communicating with family members. Rarely or inconsistently welcomes or communicates with family members. Relationships with Community Members Creates a culture in which community members are welcomed, heard, and accepts a shared responsibility for student and school success. Builds the capacity of the staff to positively engage community members, and to share the school’s vision for high achievement. Sets expectations for staff on the process/tone for welcoming community members into the school. Rarely or inconsistently welcomes community members into the school. Score for Domain 6: Stakeholder Support and Engagement ____ Understanding the Community ____ Relationships with Families ____ Relationships with Community Members Comments: Assigning an Evaluation Rating Each principal annually receives summative rating in one of 4 levels: Exemplary Proficient Basic Does Not Meet Exemplary ratings are reserved for performance that significantly exceeds proficiency and could serve as a model for leaders district-wide or even statewide. Few principals are expected to demonstrate Exemplary performance on more than a small number of practice and student outcome targets. Proficient ratings represent fully satisfactory performance. It is the rigorous standard expected for most experienced principals and the goal for new principals or principals performing at the basic level. Proficient principals demonstrate acceptable leadership practice and meet or make progress on all student outcome targets.
ratings mean that performance is meeting proficiency in some components but not others. Improvement is necessary and expected, and two consecutive years at the Basic level is, for an experienced principal, a cause for concern. On the other hand, for principals in their first year, performance rated Basic is expected. If, by the end of 3 years, performance is still Basic, there is cause for concern. Does Not Meet ratings indicate performance that is unacceptably low on one or more Domains and makes little or no progress on most student outcome targets. Ratings of Does Not Meet are always cause for concern. To assign a summative rating the evaluator takes the following steps: Review all evidence collected. For each of the six domains, determine the rating (Exemplary, Proficient, or Does Not Meet) that matches the preponderance of evidence. Use the table below to determine an overall practice rating. Exemplary (4) Proficient (3) Basic (2) Does Not Meet (1) Exemplary on at 3 standards AND No rating below Proficient on any Standard At least Proficient on at least 3 standards AND No rating Basic on any Standard At least Basic on at least 4 Standards Does Not Meet on at least 2 Standards Implications Based on Level of Performance from Proficiency Standards (Exemplary, Proficient, Basic, Does Not Meet) and the Process for Identifying Professional Development “Exemplary” or “Proficient” Principals performing at the “exemplary” or “proficient level” of performance in each of the six domains will continue to be evaluated annually using this tool and will complete a professional development plan with supervisors aligned with the following year’s goals. Principals whose evaluation ratings are in the “exemplary” or “proficient” range in all six domains will self-select areas for their professional development focus for the upcoming school year. The professional development activities will either hone an area of strength (e.g. becoming an expert in NGSS) or explore an area outside one of the domains (e.g. technology). “Basic” or “Does Not Meet” Principals that receive a “basic” or “does not meet” rating in any of the six domains will continue to be evaluated annually using this tool and will complete a focused professional growth plan to improve performance. The monitored growth plan will focus on standards that are in need of improvement. Principals performing below proficient may, for instance, be assigned a mentor or coach to improve performance in particularly challenging areas, and supervisors may frequently meet to support development.