Compile ratings and notes from multiple observations and other sources of evidence At the end of the school year, evaluators should have collected a body of evidence representing professional practice from throughout the year. They will need to devote time to reviewing all of these materials. Use professional judgment to establish final ratings for each competency (e.g., 2.3 or 1.2) After collecting adequate evidence at the sub-competency level, the evaluator must assess where the principal falls within each competency and use professional judgment to assign ratings. At this point, the evaluator should have ratings for 6 competencies, as shown in this example: Domain Teacher Effectiveness Leadership Actions Competency Human Capital Manager Instructional Leadership Leading Indicators of Student Achievement Personal Behavior Building Relationships Culture of Achievement Competency Ratings 2 (IN) 3 (E) 3 (E) 3 (E) 2 (IN) 1 (IE) Use each competency rating and professional judgment to establish final ratings for each domain: Teacher Effectiveness and Leadership Actions It is not recommended that the evaluator average competency scores to obtain the final domain score, but rather use good judgment to decide which competencies matter the most for leaders in different contexts and how leaders have evolved over the course of the year. Domain Teacher Effectiveness Leadership Actions Competency Human Capital Instructional Leadership Leading Indicators of Personal Behavior Building Relationships Culture of Achievement
Growth: Improving skills required to achieve mastery on a subject or grade-level standard over a period of time. Growth differentiates mastery expectations based on baseline performance. Indiana Principal Effectiveness Rubric: The Indiana Principal Effectiveness Rubric includes six competencies in two domains: Teacher Effectiveness and Leadership Actions. Indiana Evaluation Cabinet: A group of school administrators and educators from across the state who helped inform the design the RISE model, including the Indiana Principal Effectiveness Rubric. Indicator: These are observable pieces of information for evaluators to look for during an observation. Indicators are listed for each performance area in each sub-competency in the Indiana Principal Effectiveness Rubric. ISTEP+: A statewide assessment measuring proficiency in Math and English Language Arts in grades 3-8, Social Studies in grades 5 and 7, and Science in grades 4 and 6. The Indiana Growth model uses ISTEP scores in Math and ELA to report student growth for these two subjects in grades 4-8. Mid-Year Conference: An optional, but strongly recommended, conference in the middle of the year in which the evaluator and principal meet to discuss performance thus far. Observation: A visit to a school to observe principal practice. Evaluators must undertake at least 2 direct observations, of a minimum of 30 minutes each, in a given school year. Required observations can be announced or unannounced, and are accompanied by mandatory post-conferences including written feedback within five school days of the observation. Evaluators should also undertake indirect observations to assess the systems that principals have put in place. Post-Conference: A mandatory conference that takes place after a required observation during which the evaluator provides rubric-aligned feedback to the principal. Professional Development Goals: These goals, identified through self-assessment and review of prior evaluation data, are the focus of the principal’s Professional Development Plan over the course of the year. Each goal will be specific and measurable, with clear benchmarks for success. Professional Development Plan: The individualized plan for professional development based on prior performance. Each plan consists of Professional Development Goals and clear action steps for how each goal will be met. The only principals in RISE who must have a Professional Development Plan are those who received a rating of Improvement Necessary or Ineffective the previous year. Professional Judgment: An evaluator’s ability to look at evidence and make an informed decision on a principal’s performance without a set calculation in place. Evaluators will be trained on using professional judgment to make decisions.
adversity. 2.3.3 Data usage in teams At Level 4, a principal fulfills the criteria for Level 3 and additionally: Data used as basis of decision making is transparent and communicated to all stakeholders; Monitoring the use of data in formulating action plans to identify areas where additional data is needed. Principal utilizes data by: Orchestrating frequent and timely team collaboration for data analysis; Developing and supporting others in formulating action plans for immediate implementation that are based on data analysis. Principal utilizes data by: Occasionally supporting and/or orchestrating team collaboration for data analysis; Occasionally developing and supporting others in formulating action plans for implementation that are based on data analysis. Principal does not utilize data by: Rarely or never organizing efforts to analyze data; Rarely or never applying data analysis to develop action plans.