1.3 Is knowledgeable about and promotes research-based instructional best practices in the classroom. 1.4 Connects initiatives and innovative strategies to maximize the achievement of each learner. 1.5 Ensures teachers use technology and other available resources for the successful implementation of effective instructional strategies. 1.6 Monitors and evaluates the use of diagnostic, formative, and summative assessment to guide instructional practices and provide timely and accurate feedback to students and parents. 1.7 Provides collaborative leadership for the design and implementation of effective and efficient schedules that protect and maximize instructional time. 1.8 Supports professional development and instructional practices that incorporate the use of achievement data and results in increased student progress. 1.9 Participates in professional development alongside teachers. 1.10 Demonstrates and/or supports the importance of professional development by providing adequate time and resources for teachers and to participate in professional learning (e.g., peer observation, mentoring, coaching, study groups, learning teams). 1.11 Facilitates the evaluation of the impact of professional development on instructional practice. Highly Effective In addition to meeting the requirements for Effective... Effective Effective is the expected level of performance. Partially Effective Ineffective The principal strategically the development, alignment, and execution of an innovative plan of action for instructional and assessment strategies that enhance learning and teaching. The principal effectively leads the development, alignment, and execution of a plan of action for monitoring the curriculum and implementing instructional and assessment strategies that enhance learning and teaching. The principal is inconsistent in leading the development, alignment, and execution of a plan of action for instructional and assessment strategies that enhance learning and teaching. The principal fails to adequately lead in the development and/or execution of the plan to enhance learning and teaching. Performance Standard 2: School Climate The principal develops and nurtures an internationally minded, balanced, academically rigorous, positive, safe school climate. Sample Performance Indicators Examples may include, but are not limited to:
The principal: 3.1 Participates in the selection of highly effective staff in an equitable and professional manner as per school and legal requirements. 3.2 Supports building-level and school-wide orientation and mentoring processes to assist all new personnel. 3.3 Implements teacher and staff evaluation systems in accordance with policy, procedure, and legal requirements to ensure teacher and staff effectiveness. 3.4 Documents proficiencies and areas of growth through qualitative and quantitative data sources, provides timely formal and informal feedback on strengths and areas for improvement, provides support and resources for teachers and staff to improve job performance, and clearly documents and communicates performance-related concerns that may result in future employment decisions. 3.5 Makes appropriate recommendations relative to personnel assignment, retention, promotion, and dismissal consistent with established policies and procedures. 3.6 Recognizes teacher and staff contributions, provides them with professional development opportunities, and encourages leadership responsibilities. Highly Effective In addition to meeting the requirements for Effective... Effective Effective is the expected of performance. Partially Effective Ineffective The principal’s leadership consistently results in a highly- productive workforce (e.g., highly satisfied stakeholders, increased student learning, teacher leaders). The principal selects, orients, assigns, develops, evaluates, and retains quality instructional and support personnel. The principal is inconsistent and/or lacking in one or more of the following human resource leadership areas: selection, orientation, assignment, development, evaluation, and retention of quality instructional and support personnel. The principal is inadequate and/or fails in one or more of the following human resource leadership areas: selection, orientation, assignment, development, evaluation, and retention of quality instructional and support personnel. Performance Standard 4: Organizational Management The principal supports, manages, and oversees the organization, operation, and use of resources for his/her area of responsibility. Sample Performance Indicators Examples may include, but are not limited to: The principal: 4.1 Demonstrates and communicates a working knowledge and understanding of, and compliance with, school policies and procedures. 4.2 Ensures that rules and procedures are in place and enforced to provide a safe, secure, efficient, and orderly learning environment.
5.6 Advocates for students and acts to influence school decisions affecting student learning. 5.7 Communicates long- and short-term goals and the school improvement plan to staff within their area of responsibility. 5.8 Ensures the communication of applicable information with the head of school in a timely manner and maintains confidentiality. With families and community… 5.9 Solicits input to promote effective decision-making and communication when appropriate. 5.10 Disseminates information in a timely manner through multiple sources. 5.11 Involves stakeholders in a collaborative effort to establish positive relationships. 5.12 Maintains visibility and accessibility. 5.13 Speaks and writes in a effective, and appropriate manner. 5.14 Promotes effective school-family partnerships. Highly Effective In addition to meeting the requirements for Effective... Effective Effective is the expected level of performance. Partially Effective Ineffective The principal proactively seeks and creates innovative and productive methods to communicate and engage with students, staff, families, and community. The principal effectively communicates and collaborates, engaging stakeholders to promote understanding, support, and continuous improvement of the school’s programs and services aligned with the school’s mission/vision. The principal inconsistently communicates or collaborates on issues of importance with students, staff, families, or community. The principal demonstrates inadequate or detrimental communication or collaboration on issues of importance with students, families, or community Performance Standard 6: Professionalism The principal demonstrates behavior consistent with legal, ethical, and professional standards, engages in continuous professional development, and contributes to the profession. Sample Performance Indicators
Planning Evaluation Schedule Self- Evaluation Principal Self-Evaluation Form  Formative Assessment Principal Formative Assessment Form (optional)  Documentation Documentation and Artifact Cover Sheet (optional)   Surveys Teacher/Staff Survey Parent Survey Survey Summary Form  Goal Setting Principal Goal Setting Form   Reports Principal Mid-Year Performance Report  Principal Summative Performance Report  Improvement Support Dialogue Form (optional)  Performance Improvement Plan Form 
Evaluation Schedule Directions: Heads of school may use this form to identify the schedule for completion of the various components of the Principal Performance Evaluation System. Timeline Activity Task or Document Responsibility of Evaluator Principal Principals conduct Principal Self-Evaluation Form  Principals submit goal setting form Principal Goal Setting Form  Principals conduct survey Teacher/Staff Survey Parent Survey Survey Summary Form  Evaluators complete interim evaluation of new principals Principal Interim/Annual Performance Review  Evaluators conduct formative assessment Principal Formative Assessment Form  Evaluators/principals conduct mid-year review of goal Principal Goal Setting Form   Evaluators review documentation and artifacts Documentation and Artifact Cover Sheet  Evaluators complete summative evaluation of principals Principal Summative Performance Report  Principal Self-Evaluation Form Directions: Principals should use this form annually to reflect on the effectiveness and adequacy of their practice based on each performance standard. Please refer to the performance indicators for examples of behaviors exemplifying each standard. Principal: Date: 1. Instructional Leadership
1. Instructional Leadership The principal effectively leads the development, alignment, and execution of a plan of action for monitoring the curriculum and implementing instructional and assessment strategies that enhance learning and teaching. School improvement plan Strategic plan Principal’s goals aligned with vision/mission/core belief statements Leadership/school improvement team agendas Rationale for master schedule Student progress monitoring data analysis and action plan Workshop agendas or summaries Personal professional development log Evidence of student growth data Peer observation reports Professional Learning Communities’ minutes/agendas Division professional development calendar Individual professional development plans Student IEPs/student team minutes 2. School Climate The principal develops and nurtures an internationally minded, balanced, academically rigorous, positive, safe school climate. School-wide stakeholders’ survey summary report Newsletter on student performance Agenda on school improvement meetings with stakeholder participation Action plans for creativity and innovation Copy of building safety plan and completion log Reports on student behavior and trends Goal document on whole-child improvement 3. Human Resources Leadership The principal selects, orients, assigns, develops, evaluates, and retains quality instructional and support personnel. evaluation schedule including observation schedule Evidence of teachers and serving as leaders in the school and school community Staff evaluations Staff recognition program Performance Improvement Plans Mentorship program Professional development indicators for teachers Professional Learning Communities’ minutes Staff meeting agendas regarding professional development focused on student learning Standard Examples of Documentation Documentation Included 4. Organizational Management The principal supports, manages, and oversees the organization, operation, and use of resources for his/her area of responsibility. Budget execution reports Student teams minutes and IEP success rates Case load data of students with learning needs (e.g. ELL, second language learners) Long-range goals Short-range goals Data on extra and co-curricular activities
Performance Standard 3: Human Resources Leadership Highly Effective In addition to meeting the requirements for Effective... Effective Effective is the expected level of performance. Partially Effective Ineffective The principal’s leadership consistently results in a highly- productive workforce (e.g., highly satisfied stakeholders, increased student learning, teacher leaders). The principal selects, orients, assigns, develops, evaluates, and retains quality instructional and support personnel. The principal is inconsistent and/or lacking in one or more of the following human resource leadership areas: selection, orientation, assignment, development, evaluation, and retention of quality instructional and support personnel. The principal is inadequate and/or fails in one or more of the following human resource leadership areas: selection, orientation, assignment, development, evaluation, and retention of quality instructional and support personnel. Comments: Performance Standard 4: Organizational Management Highly Effective In addition to meeting the requirements for Effective... Effective Effective is the expected level of performance. Partially Effective Ineffective The principal consistently demonstrates expertise in organizational management (e.g., demonstrating proactive coordinating efficient operations, maximizing available resources). The principal supports, manages, and oversees the organization, operation, and use of resources for his/her area of responsibility. The principal is inconsistent in supporting, managing, or supervising the school’s organization, operation, and use of resources. The principal is inadequate or to support, manage, or supervise the school’s organization, operation, and use of resources. Comments: Performance Standard 5: Communication and Community Relations Highly Effective In addition to meeting the requirements for Effective... Effective Effective is the expected level of performance. Partially Effective Ineffective
The principal proactively seeks and creates innovative and productive methods to communicate and engage with students, staff, families, and community. The principal effectively communicates and collaborates, engaging stakeholders to promote understanding, support, and continuous improvement of the school’s programs and services aligned with the school’s mission/vision. The principal inconsistently communicates or collaborates on issues of importance with students, staff, families, or community. The principal demonstrates inadequate or detrimental communication or collaboration on issues of importance with students, staff, families, or community Comments: Performance Standard 6: Professionalism Highly Effective In addition to meeting the requirements for Effective... Effective Effective is the expected of performance. Partially Effective Ineffective The principal demonstrates professional behaviors and leadership that moves the school towards exemplary performance and serves as a role model to others within the profession. The principal demonstrates behavior consistent with legal, ethical, and professional standards, engages in continuous professional development, and contributes to the profession. The principal is inconsistent in demonstrating professional behavior, engaging in continuous professional development, or in contributing to the profession. The principal fails to demonstrate behavior consistent with commonly accepted professional standards, does not engage in continuous professional development, or does not contribute to the profession. Comments: Performance Standard 7: Student Progress Highly Effective In addition to meeting the requirements for Effective... Effective Effective is the expected level of performance. Partially Effective Ineffective The principal’s leadership results in a high level of student progress for all The principal’s leadership results in student progress consistent with the The principal’s leadership is inconsistent in meeting The principal’s leadership to result in meeting student
Part II: Results of Performance Improvement Plan (completed by the principal) Performance Standard Number Performance Deficiencies Within the Standard to be Corrected Results Part III: Final Evaluator Assessment of the Principal’s Performance Improvement Plan Performance Standard Number Performance Deficiencies Within the Standard to be Corrected Results
effective or ineffective. Similarly, one ineffective rating on any one performance standard may result in an overall ineffective rating. Figure 14 provides a blank chart is provided below for evaluators who choose to calculate a single summative score Figure 14: Blank Chart for Weighted Calculations Performance Standard Performance Rating Points Weight Weighted (Points x Weight) Instructional Leadership School Climate Human Resources Leadership Organizational Management Communication and Community Relations Professionalism Student Progress Cumulative Summative Rating REFERENCES Airasian, P. W. & Gullickson, A. (2006). In J. H. Stronge (Ed.), Evaluating and teaching (2nd ed., pp. 186-211). Thousand Oaks, CA: Corwin Press. Bamburg, J. D., & Andrews, R. L. (1991). School goals, principals, and achievement. School Effectiveness and School Improvement, 2, 175-191. Branch, G., Hanushek, E., & Rivkin, S. (2009). Estimating principal effectiveness. Washington, DC: National Center for Analysis of Longitudinal Data in Education Research. Brewer, D. J. (1993). Principals and student outcomes: Evidence from U.S. high schools. Economics of Education Review, 12(4), 281-292. Catano, N., & Stronge, J. H. (2006). What are principals expected to do? Congruence between principal evaluation and performance standards. NASSP Bulletin, 90(3),