Part 2: Uniform Performance Standards for Principals A distinctive element of the Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals is the development of seven performance standards and sample performance indicators that provide examples of observable, tangible behavior that indicate the degree to which principals are meeting each performance standard. The table below provides explanations, activities, and resources to use for training purposes. Materials Overview Page Number Explanation Excerpt from the Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals This excerpted document from the Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals provides an overview of the performance standards and indicators. 2-2 Virginia Uniform Performance Standards and Indicators PowerPoint presentation (Part 2 on Web site) The PowerPoint presentation provides an overview of the seven Virginia uniform performance standards and indicators and may be used in training for principals and evaluators. It is posted on the Virginia Department of Education's Web site with this document. 2-11 Activities Look-Fors and Red Flags for the Virginia Uniform Performance Standards This activity engages participants in exploring the seven Virginia Uniform Performance Standards. It may be used in training principals and evaluators in order to build a common understanding of the performance standards. 2-12 Briefs Briefs on the Virginia Uniform Performance Standards separate briefs provide a summary of the research base supporting each standard. 2-21 Resources Reference with Performance Indicators The reference provides an at-a-glance view of the seven performance standards and indicators which may help both principals and evaluators develop a clear understanding of the standards and applying the standards in performance evaluation. 2-52
participation in the learning community as a way to build trust, collective responsibility, and to further the goal of improved student learning. Principals realize that keeping abreast of and informing staff of current research and practice is critical to school success. They emphasize and communicate that schools are learning communities and they provide both formal and informal opportunities for collaborative learning. Research regarding effective principals and role in leading the learning community includes the following: Effective principals participate in learning alongside their staffs. Effective principals ensure learning opportunities are afforded to all members of their staffs. Principals of successful schools provide meaningful staff development. Monitoring Curriculum and Instruction. Effective principals focus on curriculum and instruction. Monitoring teacher practice helps to identify instructional strengths and weaknesses. Principals are aware of instructional practices in their school buildings, are knowledgeable about the curriculum standards and ensure that they are taught. Principals trust their teachers to effectively implement instruction, but visit classrooms regularly to observe the results of that instruction. In effective schools, principals are able to judge the effectiveness of teaching and serve as role models for expected behaviors of school staff. The emphasis on teaching and learning means that principals consciously limit activities that diminish instructional time. They allocate resources based on identified need which may include: materials, staffing, and staff development. They encourage teacher reflection regarding instructional practices and their impact on student achievement. Research related to principals’ roles in monitoring curriculum and instruction indicates the following: Both teachers and principals believe it important that someone is positioned to guide the curriculum and to make decisions about staff development needs. Effective principals ensure continuity in the school instructional program. Principals must time in classrooms to monitor instructional programs, curriculum implementation, and the quality of instructional practices. Sample performance indicators for the instructional leadership of principals Leads the collaborative development and sustainment of a compelling shared vision for educational improvement and works collaboratively with staff, students, parents, and other stakeholders to develop a mission and programs consistent with the division’s strategic plan. Collaboratively plans, implements, supports, monitors, and evaluates instructional programs that enhance teaching and student academic progress, and lead to school improvement. Analyzes current academic achievement data and instructional strategies to make appropriate educational decisions to improve classroom instruction, increase student achievement, and improve overall school effectiveness. Possesses knowledge of research-based instructional best practices in the classroom. Works collaboratively with staff to identify student needs and to design, revise, and monitor instruction to ensure effective delivery of the required curriculum. Provides teachers with resources for the successful implementation of effective instructional strategies.
7.1 Collaboratively develops, implements, and monitors the school improvement plan that results in increased student academic progress. 7.2 Utilizes research-based techniques for gathering and analyzing data from multiple measures to use in making decisions related to student academic progress and school improvement. 7.3 Communicates assessment results to multiple internal and external stakeholders. 7.4 Collaborates with teachers and staff to monitor and improve multiple measures of student progress through the analysis of data, the application of educational research, and the implementation of appropriate intervention and enrichment strategies. 7.5 Utilizes faculty meetings, team/department meetings, and professional development activities to focus on student progress outcomes. 7.6 Provides evidence that students are meeting measurable, reasonable, and appropriate achievement goals. 7.7 Demonstrates responsibility for school academic achievement through proactive interactions with students, and other stakeholders. 7.8 Collaboratively develops, implements, and monitors long- and short-range achievement goals that address varied student populations according to state guidelines. 7.9 Ensures teachers’ student achievement goals are aligned with building-level goals for increased student academic progress and for meeting state benchmarks. benchmarks and implements appropriate strategies and interventions accomplish desired outcomes.