Appendix

Document Sample
Appendix Powered By Docstoc
					Principal Appraisal
        Tab 3




    Principal Developers
       Judy Bassham
       Russell French
        George Malo




      June 2003
    Revised March 2007
       Revised 2009
ii
                                             PRINCIPAL APPRAISAL
                                                Table of Contents

MISSISSIPPI PRINCIPAL APPRAISAL....................................................................................1

PERFORMANCE STANDARDS ...............................................................................................2

DATA SOURCES .........................................................................................................................8

SCHOOL MANAGEMENT OBSERVATION..........................................................................9

                       Pre- and Post-Observation Record ....................................................................13
                       Scripting Form....................................................................................................14
                       Pattern Analysis and Scoring Form....................................................................15
                       Observation Definitions and Examples..............................................................16

STRUCTURED INTERVIEW...................................................................................................25

                       Interview Scoring Form......................................................................................29
                       Interview Scripting Form....................................................................................36

DOCUMENT/ARTIFACT REVIEW........................................................................................37

                       Document/Artifact Entry Form...........................................................................40
                       Guidelines for Document/Artifact Entries..........................................................41
                       Document/Artifact Scoring Form (Rubrics).......................................................45


APPRAISAL REPORT .............................................................................................................59

                      Appraisal Report (Cover Sheet).........................................................................65
                      Part A: Scores and Rationales.............................................................................66
                      Part B: Strengths, Weaknesses, Comments and Signature..................................70
                      Performance Level...............................................................................................71
                      Principal Performance Standards Checklist.........................................................72

SCHOOL MANAGEMENT (Tab 3a)..........................................................................................77

                      Developing the School Management Profile.......................................................78
                      Profile...................................................................................................................79
                      Performance Standards Checklist.........................................................................81




                                                                    iii
                            MISSISSIPPI PRINCIPAL APPRAISAL


Introduction
The Mississippi Principal Appraisal has been developed to evaluate principal performance in
relation to the Mississippi Principal Performance Standards. These standards are defined by a
series of indicators, which, in turn are defined by a series of definition items. Together, these
three levels of appraisal criteria form the basis for measuring performance through the appraisal
instruments. The structure is presented in Figure 1.

                                              Standard


                          Indicator                                   Indicator


              Definition Item Definition Item            Definition Item     Definition Item

            Figure 1: Structure of the Mississippi Principal Performance Standards

All data collection instruments and procedures are designed to collect information about these
definition items, indicators, and standards. There are four data collection procedures:
       1.    A structured interview (conducted by one evaluator)
       2.    Two school management observations (conducted by two evaluators)
       3.    Questionnaires to faculty, central office administrators, and assistant
             principal(s) in the school (handled by an evaluator)
       4.    Presentation by the principal of documents/artifacts (portfolio) for review by
             the evaluator

Not all of these instruments and procedures are used to gather data for every performance
indicator, but usually two or three of them are the sources of information, which is then
synthesized to create an indicator score (a 1, 2, 3, or 4) on a four-point scale. Usually, individual
definition items are not scored, but information related to them is combined to create the
indicator score and indicator scores are then ―rolled up‖ to create standard scores.

The remainder of this manual contains detailed information on the appraisal procedures,
processes and instrumentation. The first part of the manual contains a copy of the principal
performance standards. The standards are followed by a chart showing which data sources
(instruments/procedures) are used to collect data pertinent to the indicator. Following that chart
are detailed presentations for each data collection instrument and procedures for using it.
Finally, there is a detailed description of the scoring and the resulting appraisal summary report.




                                                  1
               MISSISSIPPI PRINCIPAL PERFORMANCE STANDARDS


Standard A: An effective school principal develops and leads an organization that focuses
staff, students, parents/guardians, and other stakeholders on academic success for all
students.

Indicator A1. Leads development and implementation of vision, mission, and goals that
emphasize student learning

   Definition Items

      creates, articulates, and promotes a vision of teaching and learning that is
       supported by the school community

      ensures that school mission and goals are in place, consistent with vision, and
       known by all stakeholders

      constantly monitors and evaluates progress toward goal accomplishment

Indicator A2. Leads development and implementation of annual, data-driven school
improvement plans

   Definition Items

      analyzes student achievement data to identify curricular and instructional needs

      regularly collects additional data that will inform school improvement planning

      engages faculty and other stakeholders in analyses of data, development and
       implementation of plans, and evaluation of results

      ensures that plans are consistent with school vision, mission, and goals

Indicator A3. Creates an organizational structure that supports school vision, mission, and
goals and enhances the probability of success for all students

   Definition Items

      organizes faculty/staff to best serve needs of students and facilitate learning

      organizes daily, monthly, and yearly schedules to maximize teaching and learning
       time

      ensures equal access to curricular programs and educational opportunities for all
       students

      creates, identifies, encourages, and adopts innovative ideas to enhance learning



                                                 2
Indicator A4. Advocates, nurtures, and sustains a school climate and culture conducive to
student learning

   Definition Items

      treats all individuals with fairness, dignity, and respect

      communicates high expectations for students, staff, and self

      recognizes and celebrates the contributions and achievement of students, staff,
       and school

      promotes acceptance of diversity among students and staff

Indicator A5.     Provides leadership to curriculum development and the instructional
program

   Definition Items

      identifies barriers to student learning and addresses them

      ensures that diversity is considered in the development of learning experiences

      ensures that curriculum content, instructional objectives, instructional activities,
       and classroom assessments are aligned with each other and with state standards,
       curriculum frameworks, and assessments

      ensures that student learning is assessed using a variety of techniques

      regularly monitors and evaluates with faculty all aspects of the instructional
       program


Standard B. An effective school principal develops and leads a customer-focused organization.

Indicator B1. Creates a customer orientation

   Definition Items

      welcomes parents and community into the school

      builds and sustains school/home relationships that support student learning

      develops working relationships with community agencies and the corporate sector
       that will enhance student learning




                                                  3
Indicator B2. Creates an environment of collaboration

   Definition Items

      leads the process of identifying, prioritizing, and addressing student needs

      leads the process of identifying, prioritizing, and addressing needs and expectations of
       groups and persons whose support is needed in order for students to achieve academic
       success

      establishes two-way communication with parents, community, and other stakeholders


Standard C. An effective principal works to develop human resources.

Indicator C1. Recruits, selects, and retains quality staff

   Definition Items

      develops and implements a recruitment/employment plan

      applies applicable federal, state, and local employment laws and policies in recruitment
       and selection procedures and retention decisions

      develops and implements a plan for retaining quality staff, which includes use of
       incentives

      makes data-driven employment and dismissal decisions

Indicator C2. Supervises and evaluates staff
   Definition Items

      communicates evaluation policies and procedures clearly, both orally and in writing

      carries out faculty and staff evaluations consistently and objectively

      analyzes personnel evaluation data and translates them into individual and collective
       professional development plans and programs

      monitors classroom instruction to ensure quality and congruency with school vision,
       mission, and goals




                                                4
Indicator C3. Promotes and leads professional development of staff

   Definition Items

      establishes orientation and induction programs for new faculty and staff

      creates professional development opportunities for faculty and staff

      ensures that professional development plans, programs, and activities are directly
       linked to teacher/staff evaluation data, school improvement plans, and student
       needs

      models professional development in his/her own professional life

Indicator C4. Promotes teachers and others as leaders

   Definition Items

      identifies leadership skills and unique leadership capabilities in teachers and
       others

      matches leadership capabilities of teachers and others with leadership
       opportunities

      mentors others and identifies persons with mentoring capabilities

      listens, observes, and interacts effectively with staff, students, parents, and others

      engages students, parents, and community in leadership activities


Standard D. An effective principal manages his/her school effectively.

Indicator D1. Focuses daily operations on the work of students

   Definition Items

      protects instructional time

      establishes and maintains routines and procedures that maximize learning time

      publicizes school routines and procedures to students, staff, parents/guardians
       through a variety of means

      ensures optimal use of facilities

      ensures that building and grounds are well-maintained, clean, attractive, and
       inviting

      monitors and provides supervision for all school-sponsored programs and
       activities



                                                  5
Indicator D2. Creates a safe, secure learning environment
   Definition Items

      identifies aspects and uses of facilities and equipment that are unsafe and solves
       these problems

      develops and implements plans for maintaining a substance, weapon, and
       violence-free campus

      makes customers (students, parents/guardians, others) and staff feel safe and
       secure

      adheres to applicable state and local laws and policies pertaining to safety and
       security

Indicator D3. Maintains effective discipline in the school and student engagement in
teaching/learning activities

   Definition Items

      communicates expectations regarding behavior to students and parents/guardians
       through a variety of means

      establishes with students, teachers, and parents/guardians clearly communicated
       procedures for handling disciplinary problems

      holds all persons accountable for observing agreed upon procedures

      establishes a procedure for regularly evaluating the school‘s disciplinary policies
       and procedures

      ensures that teachers keep students actively engaged in meaningful classroom
       activities


Standard E. An effective principal manages resources prudently and to the benefit of the
instructional program.

Indicator E1. Manages fiscal resources

   Definition Items

      leads stakeholders in budget preparation and allocation of resources to achieve
       goals, mission, and vision

      meets requirements of federal, state, and local laws and policies in fiscal
       management

      establishes sound accounting, record keeping, and auditing procedures



                                                 6
      forecasts student enrollments, facilities, equipment, and operating needs in a
       multi-year plan

      markets fiscal needs to school authorities and stakeholder groups

      identifies potential sources of external funding and pursues them

Indicator E2. Manages information technology

   Definition Items

      applies technology to operation of the school (fiscal and facilities management,
       data gathering and analysis, communication)

      projects information technology needs and aggressively seeks to acquire needed
       hardware and software

      provides assistance to faculty in utilization of technology to engage students in
       academic work and in development of their technological knowledge and skills

      uses technology in professional development (own and others)

      maintains hardware and equipment


Indicator E3. Manages professional responsibilities
   Definition Items
      completes tasks accurately and on time
      demonstrates punctuality to work, meetings, appointments
      considers the interests of all stakeholders when making decisions
      maintains accurate, up-to-date information about the school, community, and
       school
      provides information and data in a timely manner and appropriate format
      makes decisions in a timely manner
      responds to requests for service positively
      adheres to all applicable federal, state, and local laws, policies, and procedures
       and supports them to school personnel, students, parents/guardians, and others
      resolves conflicts fairly and in a timely manner
      models oral, written, and technological communication skills




                                                 7
                                  MISSISSIPPI PRINCIPAL APPRAISAL
                                           DATA SOURCES


      A. Develops and Leads an Organization Focusing on Academic Success                      OB   IN   DOC
          A1. Leads development/implementation of vision, mission, and goals that
              emphasize student learning                                                      X         X
          A2. Leads development and implementation of annual, data-driven school
              improvement plans                                                                    X
          A3. Creates an organizational structure that supports school vision, mission, and
              goals and enhances the probability of success for all students                  X    X
          A4. Advocates, nurtures, and sustains a school climate and culture conducive to
              student learning                                                                X    X
          A5. Provides leadership in curriculum development and the instructional program               X

      B. Develops and Leads Customer-Focused Organization                                     OB   IN   DOC

          B1. Creates a customer orientation                                                  X    X
          B2. Creates an environment of collaboration                                              X

      C. Works to Develop Human Resources                                                     OB   IN   DOC

          C1. Recruits, selects, and retains quality staff                                              X
          C2. Supervises and evaluates staff                                                            X
          C3. Promotes and leads professional development of staff                                      X
          C4. Promotes teachers and others as leaders


      D. Manages the School Effectively                                                       OB   IN   DOC

          D1. Focuses daily operations on the work of students                                X    X
          D2. Creates a safe, secure learning environment                                     X         X
          D3. Maintains effective discipline in the school and student engagement in
              teaching/learning activities                                                    X    X

      E. Manages Resources to the Benefit of the Instructional Program                        OB   IN   DOC

          E1. Manages fiscal resources                                                                  X
          E2. Manages information technology                                                  X    X
          E3. Manages professional responsibilities                                                     X
* The instruments marked with X (i.e., Observation, Interview, Document/Artifact Review, Questionnaire) contain
information for addressing the designated indicators.




                                                             8
                        SCHOOL MANAGEMENT OBSERVATION

Observation Overview

Observation of the principal‘s school management practices requires not only observation of the
individual but also the routines and procedures by which others in the school operate. The
influence of the principal as leader of the school must be captured. In this observation, it is
necessary to recognize the presence or absence of artifacts in the environment, the presence or
absence of patterns of behaviors that indicate well established, effective routines and procedures,
and the presence or absence of factors that create school climate conducive to learning.

Good principals do not all look alike or do things in the same way. Failure to recognize
differences in administrative styles can produce two types of errors critical in the appraisal
process: (a) failure to credit an administrator for knowledge, skills, and practices that are
present, and (b) failure to recognize the lack of specific knowledge, skill, or practices.

Procedures
The school management observation generates data for eight indicators of principal leadership
and management:
              A1. Leads development and implementation of vision, mission, and goals
                   that emphasize student learning
              A3. Creates an organizational structure that supports school vision,
                   mission, and goals
              A4. Advocates, nurtures, and sustains a school climate and culture
                   conducive to student learning
              B1. Creates a customer orientation
              D1. Focuses daily operations on the work of students
              D2. Creates a safe, secure learning environment
              D3. Maintains effective discipline in the school and student engagement
                   in teaching/learning activities
              E2. Manages information technology
A minimum of two school management observations is to be conducted. The observations are
to be conducted by two different people, one of which may be the principal evaluator. Each
observation will require at least an hour and fifteen minutes to complete. The two observations
are to be conducted on different days during different time periods. If the evaluator(s)
determines that data collected during the school management observation visit are insufficient, a
third observation on another day is to be conducted.

The school management observation visits are unannounced. Times for observation are selected
so that activities essential to assessment of school management can be observed. For example,
observing school operations focusing on established routines requires that an observation take
place when students and staff are carrying out these routines. Therefore, the evaluator may plan
(a) a morning observation in which he/she can observe arrivals and opening of school, (b) a mid-



                                                9
day observation when student movement during the lunch period can be observed, or (c) an
afternoon observation in which school closing routines and behaviors can be witnessed. In one
sense, the observation focuses on what the principal has created rather than what he/she is doing
at the time of observation.

       During the visit, the evaluator completes three major activities:

       1.   Observes the ―routines‖ of the school at a particularly active time of day to
            gather information about organization and structure, coordination of school
            operations, student/staff understanding of procedures, adequate supervision
            of activities, transportation procedures, and general discipline.
       2. Walks through the school plant and facilities to gather information about the
          learning environment, climate, safety, security, and physical condition of the
          school.
       3.   Observes the pattern of the principal‘s activities during a more-or-less normal
            day to determine how he/she goes about the management of people, facilities,
            and resources.


Pre-Observation Conference

The evaluator is to attempt to conduct a short pre-observation conference with the principal
before the school management observation begins. The purpose of the pre-conference is to
provide a perspective on the events and activities that an evaluator might expect to see during the
observation. The conference also allows the principal to alert the evaluator to any special
conditions of which he/she should be aware. The evaluator uses the information gathered from
the conference to help plan his/her observation strategies. A Pre-Observation Conference
Record-School Management Observation is provided for recording the conference.

Since the observations are not announced, the evaluator may not be able to meet with the
principal for a pre-conference. If it becomes impossible to schedule a pre-conference with the
principal, the evaluator conducts the observation and then meets with the principal as soon as
possible. It is important that the evaluator understands the significance of what he/she observed.

Recording Data

The procedure used to collect and record pertinent information in this observation is modified
narrative scripting/note taking. In this procedure, the evaluator moves about the building and
writes down whatever is seen or heard that appears to relate to one or another of the defined
criteria. A School Management Observation Scripting Form is provided for recording
information. The evaluator uses a combination of two procedures for taking notes:

            1. Record direct statements by someone observed.
            2. Write descriptive notes (explanations) of what is seen and heard.



                                                10
Lists of expected events/activities are also provided on the scripting form to help the evaluator
record what is seen and heard. However, the evaluator uses these lists in combination with
his/her note taking.


Post-Observation Conference

As soon as possible after each observation is completed, the evaluator is to schedule a post-
observation conference with the principal. The purposes of this conference are (a) to discuss
what was observed, and (b) to seek clarification of any events or practices that are puzzling
to the evaluator. This is an important part of the post-observation conference because a
principal‘s school management score(s) is to reflect only behavior patterns for which the
principal can rightly be held accountable. For example, if an evaluator finds extensive damage
from roof leakage, the principal should be held accountable for aggressively trying to get needed
repairs. He/she cannot be held accountable for the school‘s failure to do the necessary
maintenance. The evaluator records the principal‘s explanations/verifications in the space
provided (or on a separate sheet of paper, if necessary). This information is to be studied when
developing school management scores after the post-observation conference. The Post-
Observation Conference Record-School Management Observation is be used to record this
conference.

On the Post-Observation Conference Record- School Management Observation, the evaluator
records and shares with the principal a few key findings in each area listed (e.g., operations,
climate, etc.). Only key findings are to be shared since management observation scores are not
to be developed until after the post-conference and after all observations have been conducted.


Analyzing the Data

After the post-observation conferences, the evaluator reviews the script for patterns of behaviors,
events, or artifacts showing strengths and areas of need. The evaluator(s) uses the School
Management Pattern Analysis and Scoring Form to synthesize the observation data from all
observations. Scores are also placed on this form, but created after the post-observation
conferences and after all observations have been conducted.

Completion involves five steps:

       1. The evaluator(s) organizes by indicator the information that was scripted on
          the School Management Observation Scripting Form. This is done by placing
          all information pertinent to a particular indicator (Indicator A1, Indicator E2)
          in the block of space to the right of the indicator on the School Management
          Observation Pattern Analysis and Scoring Form.

       2. The evaluator(s) analyzes the information that is recorded for the indicator
          (the patterns in those data are found). The evaluator(s) also reviews the
          pattern of ―yes-no‖ checks marked on the script form for the indicator.



                                                11
3. The evaluator(s) determines the score that should be awarded using the following
   four-point scale:

       4-     Exemplary
              indicates that the principal‘s performance is exemplary in this
              position. The principal almost always exceeds expected standards.

       3-     Satisfactory
              indicates that the principal‘s performance usually meets or exceeds
              expected standards. Areas noted can be improved, but current
              performance is clearly acceptable.

       2-     Needs Improvement
              indicates that the principal‘s performance is sometimes but not
              always acceptable in this position. The principal sometimes meets
              expected standards. Improvement activities are necessary to meet
              standards on a consistent basis.

       1-     Unsatisfactory
              indicates that the principal‘s performance is not acceptable.
              Performance in this position rarely meets standards.

To make the score determination, one places a hypothetical mid-point line between the
score of 2 and the score of 3. Two questions are asked:

            a) Do the patterns in the data indicate a score above the mid-line or
                below it?
            b) If the answer to question 1 is ―above the line,‖ then one asks,
               ―How far above the line is the pattern of evidence? Does it best
               represent 4 or a 3?
            c) If the answer to question 1 is ―below the line,‖ then one asks,
               ―How far below the line is the pattern of evidence? Does it best
               represent a 1 or a 2?

4. In the Indicator box, the evaluator(s) award the score by circling the appropriate
   number for that indicator.

5. The process is repeated for each indicator.




                                        12
      MISSISSIPPI PRINCIPAL SCHOOL MANAGEMENT PRE-OBSERVATION
                          CONFERENCE RECORD

Principal: _____________________________            Time: __________________________

Evaluator: ____________________________             Date: ___________________________

1.   What events or activities should I expect to see during my walkthrough of the school? If
     these activities/events are not typical, what is their significance? How have they impacted
     the usual operation and routines of the school?




2.   What has been your role in what I‘m going to see as I tour the building and study the
     operations of the school?




3.   Are there special conditions or circumstances of which I should be aware?



______________________________________________________________________________
                  POST-OBSERVATION CONFERENCE RECORD

 DATE___________ TIME__________

1.   Important events/activities/artifacts/conditions observed:




2.   Clarifications from principal of what was observed (e.g., building maintenance problem)




3.   General comment




                                               13
                                                                           Mississippi Principal School Management
A1. Communication of Vision, Mission, and Goals                                         Scripting Form
Yes   No
___   ___ Announcements (specify contents in script)
___   ___ Postings (specify contents in script)                  Principal:_______________________________________
___   ___ Discussions (specify contents in script)
___   ___ Other (specify) ____________________                   Evaluator: __________________________________

A3. School Organization and Structure                            Date: __________ Time: ________________________
Yes   No
___   ___ Students engaged (specify in script)                   Notes/Script
___   ___ Routines (specify in script)
___   ___ Space allocations (specify in script)
___   ___ Schedules (specify in script)
___   ___ Other (specify) ____________________
A4. Climate and Culture
Yes    No
___    ___   Range of programs/activities (specify in script)
___    ___   Academic work posted (specify contents in script)
___    ___   Ceremonies/symbols (specify in script)
___    ___   Sense of high expectations (specify in script, if
             not)
___    ___ Support for student/faculty/staff
           achievements (specify in script)
___    ___ Other (specify) ____________________
B1. Customer Orientation
Yes    No
___    ___ Evidence of welcome
___    ___ Directions to visitors
___    ___ Other (specify) ____________________
D1. School Operations/Management
Yes    No
___    ___   No disruptions (specify in script)
___    ___   Classes begin immediately (specify in script)
___    ___   Facilities (specify in script)
___    ___   Clean/neat building. interior/exterior (specify
             problem in script, if not)
___    ___ Other (specify) ____________________
D2. Safe, Secure Environment
Yes    No
___    ___ Emergency/security procedures
___    ___ Safe and secure practices (exits, doors, etc.)
           (specify problem in script, if not)
___    ___ Visitor sign-in
___    ___ Orderliness (specify problem, in script, if not)
___    ___ Other (specify) ____________________
D3. Discipline
Yes    No
___    ___ Reminders of rules and procedures (specify in
             script, if not)
___    ___ Monitoring (specify type in script)
___    ___ Student behavior patterns (specify in script)
___    ___ Other (specify) ____________________
E2. Technology Management
Yes    No
___    ___   Classroom/library media center equipped
___    ___   Equipment/hardware working
___    ___   Evidence of technology use
___    ___   Other (specify) ____________________



                                                                      14
                           MISSISSIPPI PRINCIPAL SCHOOL MANAGEMENT
                              PATTERN ANALYSIS AND SCORING FORM

Principal: ___________________________________ Evaluator: ________________________________

School: ________________________________ Date: ______________ Time: ____________________

   Standard/Indicator Area                             Rationale
A1. Communication of Vision,
    Mission, and Goals

Score: 1         2   3     4


A3. School Organization and
    Structure

Score: 1         2   3     4


A4. Climate and Culture

Score: 1         2   3     4



B1. Customer Orientation

Score: 1         2   3     4


D1. School Operations/
    Management

Score: 1         2   3     4


D2. Safe, Secure Environment

Score: 1         2   3     4


D3. Discipline

Score: 1         2   3     4


E2. Technology Management

Score: 1         2   3     4




                                               15
                     OBSERVATION DEFINITIONS AND EXAMPLES

It is important to define the evidence that an evaluator might expect to find indicating high levels
of principal performance in each of the eight indicators identified (vision/mission/goals,
organization/structure, climate, customer orientation, operations, school safety,
discipline/engagement, and technology). Much of the evidence will be indirect, such as products
of the principal‘s leadership observed throughout the school, rather than evidence obtained
through watching and listening to the principal. To help the evaluator determine what to look
for, some examples of observational data in each of the areas that constitute the focus of the
observation are provided below. These are only examples; one might find evidence other than,
or in addition to, the examples given here.

Standard A. Develops and Leads an Organization Focusing on Academic Success.

Indicator A1. Leads development/implementation of vision, mission, and goals that
emphasize student learning
When attentively wandering through a school, the evaluator is bombarded by both printed and
other forms of communication. What is posted on bulletin boards and walls, written on
chalkboards, given prominent display in administrative offices and guidance suites, and
discussed and attended to by teachers or students in the halls, are all examples of the
communication of the school‘s vision, mission, and goals. The principal is the author of and
catalyst for these communications.
               Positive Examples:
                   Evaluator interactions with staff indicate an understanding of the
                      school vision.
                   Vision/mission/goals are prominently displayed.
                   Morning announcements or bulletin boards celebrate achievement
                      of goals.
               Negative Examples:
                   Interactions with staff and students suggest that they are not
                      familiar with school goals.
                   No evidence of vision, mission, or goals displayed in the building.

Indicator A3. Creates an organizational structure that supports school vision, mission, and
goals
Observation quickly reveals procedures and practices that support student engagement in
academic work. The evaluator should look for things such as frequency and types of
interruptions to student work, wasted time in transition from class to class, organization of the
school day, the content of announcements, posted materials, special events, etc.

               Positive Examples:
                   No intercom interruptions of teaching/learning time are noted.
                   Examination of daily schedule shows optimal use of time for
                      instruction.



                                                16
                    Movement from class to class is minimized by patterns of
                     classroom assignment.
              Negative Examples:
                  Frequent intercom interruptions are noted.
                  Observation of student movement from class to class shows
                     students constantly moving back and forth across the building.

Indicator A4. Advocates, nurtures, and sustains climate and culture conducive to student
learning
   High expectations for academic performance are evident

An effective principal will set and communicate high expectations for student and staff
performance, especially staff and student efforts to improve the school climate and learning.
There should be an acceptance of differences and continuous recognition of academic
accomplishment.

              Positive Examples:
                  Bulletin boards and walls of the school contain many admonitions
                     to ―do your best.‖
                  Review of daily schedule indicates an orientation program for new
                     students.
                  Bulletin board displays include academic messages and activities.
                  Exemplary student work is displayed in classrooms and halls.
                  Morning announcements encourage students to participate in
                     science fair and math competition.
              Negative Examples:
                  No evidence of high expectations or a supportive climate for
                     learning.
                  Evidence of celebration of athletic achievement is plentiful, but not
                     for academic achievement.

   The school offers a range of programs and activities to meet student academic and non-
    academic interests and needs.

The school will also provide non-academic programs of interest to students that support the
academic orientation of the school.
              Positive Examples:
                  Morning announcements contain reminders of Math Club, Spanish
                     Club, and Computer Club meetings.
                  Invitations to a variety of clubs and contests are posted on the
                     bulletin boards.
                  Invitations to tryouts for tennis, swimming, rugby, and soccer
                     teams are posted on the bulletin boards (sports other than the
                     traditional and for girls as well as boys).




                                              17
                     Bulletin boards announce a special ―new‖ course for eighth graders
                      in Cadet Teaching.
                     Opportunities for community service are posted and encouraged
                      through announcements (P. A., overheard, etc.).
                  
               Negative Examples:
                   No evidence of any programs in addition to the usual team sports
                      (i.e., football, basketball, baseball, etc).
                   Little evidence of encouragement to students to become involved
                      in activities.
                   Bulletin board displays general information and athletic events but
                      no reference to clubs, organizations, or activities that support the
                      academic orientation of the school.

   The school provides support for student and staff achievements.

An effective principal recognizes and rewards students and staff for their accomplishments
related to educational growth and development and publicizes these accomplishments.
               Positive Examples:
                   Pictures of Honor Roll students for the last grading period are
                      displayed in the foyer.
                   Trophy case contains pictures of student ―good neighbors‖ for last
                      month and citizens of the week.
                   Morning announcements recognize three teachers for completing
                      their Masters' degrees.
                   Morning announcements congratulate student ―winners‖ in math
                      contest and science fair.
               Negative Examples:
                   No evidence of achievements or accomplishments displayed other
                      than athletic ones.


Standard B. Develops and Leads a Customer-Focused Organization.

Indicator B1. Creates a customer orientation

One aspect of a customer orientation in a school is making students, parents, and others feel
welcome in the building. The school management observation can reveal several indicators (or
lack thereof) of a welcoming environment.

               Positive Examples
                   Welcome signs are posted in the school lobby.
                   The principal or assistant principal is seen welcoming students as
                      they arrive in the morning.




                                               18
                     Directions to key places in the building (office, gymnasium,
                      auditorium, etc.) are posted near building entrances where they can
                      be easily seen.
               Negative Examples:
                   Those persons monitoring students entering the school in the
                      morning are entirely focused on rule enforcement and ordering
                      students about.
                   There are no ―messages‖ of welcome to be found in the school.
                   A first-time visitor to the school would have to ask for directions to
                      key locations.


Standard D. Manages the School Effectively.

Indicator D1. Focuses daily operations on the work of students

   School operations show effective conduct of school routines and activities.

Observation of student and staff arrivals and departures, movement between classes, staff
activities, passage of information to students and staff, lunchroom procedures, parental
movement about the school, and information posted in the building should provide insight into
the principal‘s approach to operational coordination of routines.

               Positive Examples:
                   Teachers/aides are seen monitoring the delivery of students by
                      parents and buses to the building.
                   When the bell rings for class change, students empty into the halls
                      with minimum confusion and quickly move toward their next
                      classes. When the bell sounds for the beginning of the next class,
                      halls are clear and quiet.
                   When released for lunch, students know what to do and they do it
                      in a courteous and orderly fashion.
                   A chart of faculty responsibilities is posted near faculty mailboxes.
               Negative Examples:
                   When the bell rings to end the school day, students ―explode‖ from
                      the building in all directions. Several run across the drive in front
                      of a moving bus.
                   Several teachers are noted walking into their classrooms three or
                      four minutes after the bell sounds for the beginning of class.
                   While standing in the main office, evaluator hears two different
                      faculty members ask the secretary how they should go about
                      obtaining substitutes.      Another asks the secretary who is
                      responsible for lunchroom duty during the current week, since no
                      one is there.




                                                19
      School operations include monitoring in all areas of the school and adequate supervision
       of school routines and activities.

Good managers are ―out and about.‖ They always seem to be where they might be needed at
appropriate times. The principal‘s involvement (or lack of it) in the daily procedures of the
school communicates important messages to students and staff.


               Positive Examples:
                   During a 30-minute walkthrough of the building, the evaluator
                      meets the principal in three different locations.
                   Assistant principals as well as the principal are regularly seen
                      walking the halls.
                   In a casual conversation with the Refrigeration teacher, an
                      evaluator learns that the principal visits the shop about once a
                      week.
                   Principal excuses himself from conversation because it is time for
                      children to be in the lunchroom and he wants to be there.
                   Principal is seen at the entry door talking with students and calling
                      them by name as they enter.
                   Principal is seen walking the playground area while students are in
                      physical education class there.
               Negative Examples:
                   As the evaluator walks the halls, a great deal of noise and
                      confusion can be heard from classrooms five minutes after classes
                      begin.
                   The principal (or assistant principal) is not present in halls or
                      buildings at large before school, during school, or at lunchtime and
                      class changes.
                   The evaluator learns that the principal has not visited the
                      vocational area of the school in three months.
                   Buses are seen entering and leaving a designated pickup area
                      without any discernible pattern, but no administrator is seen in the
                      area.
                   During a two-hour visit, the principal remains in his office the
                      entire time.

   The appearance of facilities is preserved

An effective principal will preserve the appearance and condition of buildings and grounds
through appropriate repairs, a systematic maintenance program promoting cleanliness, and
pleasant/attractive surroundings. Programs also exist that teach students respect for property.

               Positive Examples:
                   Students are painting a mural on walls of the central hall.
                   Walls are clean, free of graffiti, handprints, etc.



                                                20
                     No broken objects are seen.
                     Paint is bright; rooms are cheerful.
                     Principal compliments students for their attention to cleaning up
                      the gym after an event.
                   Foyer/entrance hall and many classrooms contain plants
                      (real/artificial) and artifacts that make school less institutional and
                      more comfortable/home-like.
                   Lunchroom is decorated and has plastic tablecloths and artificial
                      flower arrangements on tables.
               Negative Examples:
                   A number of student lockers are in disrepair — doors off, hanging,
                      or bent.
                   Patches of plaster are off walls in several places.
                   Tour of playground area reveals several broken pieces of
                      equipment; some breaks with sharp edges.
                   Shrubs around building are overgrown and shaggy. Lawn is not
                      mowed.
                   Glass panes out of five windows; replaced by plywood.
                   Floors have not been cleaned and waxed for some time.
                   Walls, bulletin boards, and public areas lack decor (are appear
                      sterile).

Indicator D2. Creates a safe, secure learning

   Students and staff are ensured a safe environment

A safe learning environment is free from weapons, drugs, alcohol, violence, as well as external
persons who would bring these disruptive forces to the building. The evaluator, as well as
others, should have a sense that the school is a safe place. Procedures for safely exiting the
building and where to go in emergencies, movement about the building in a safe manner,
firearms regulations and policies, and adherence to safety measures are part of a safe
environment.

               Positive Examples:
                   All classroom and hall bulletin boards contain emergency
                       procedures.
                   Exit signs are working and well displayed.
                   Students move in an orderly fashion between classes.
                   Hallways or exits are unobstructed.
                   Emergency exits are not chained.
                   Safety procedures are observed in classrooms or labs (kids wearing
                      goggles, gloves, etc.).
                   Facilities for hand washing.
                   Evidence of first aid materials is observed.
                   No safety hazards are observed.




                                                 21
              Negative Examples:
                  The fire alarm sounds and students do not know what to do.
                  Students are running in the halls.
                  A water spill on the floor has not been cleaned up.
                  A teacher has an extension cord running from an outlet across a
                     heavy traffic area without being securely taped.
                  Students in chemistry labs (or shops) are not wearing safety
                     goggles.
                  Broken furniture piled at rear building (safety hazard for students).

   Students and staff are ensured a secure environment

The evaluator, as well as others, has a sense that the school is a secure place. Persons are not
able to come and go at will and procedures have been established for lock-downs, securing areas
of the building, and identification of all occupants.

              Positive Examples:
                  A sign greets persons entering the front door requesting all visitors
                     report to the office.
                  Security procedures and personnel are clearly evident.
                  Parents regularly come and go from the building as they assist in
                     school programs, but are noted signing in and out at a small office
                     staffed by a parent and located near the main office.
                  Unoccupied classroom doors are locked.
                  Staff members and visitors wear identification.
              Negative Examples:
                  An outside door to a classroom is left open.
                  There is no evidence of established procedures for visitors.
                  Conditions suggest that almost anyone can gain access to building
                     with ease.

Indicator D3. Maintains effective discipline in the school and student engagement in
teaching and learning activities

A visit to the school shows a presence of effective discipline in the school. Within this part of
the observation is the communication of expectations regarding student behavior, the
implementation of procedures for handling disciplinary problems, the presence of accountability
for all concerned, and occurrences of wasted time for students or faculty in the classroom.

              Positive Examples:
                  Discussions with several students in main office indicate that they
                     are there for disciplinary reasons.
                  Teachers are observed admonishing students for violations of
                     rules.
                  Teachers and administrators stand in the halls between classes
                     monitoring hall traffic.



                                               22
                    Morning announcements remind students of appropriate school
                     attire.
                    Observer attends assembly program in which student council
                     leaders and the principal discuss current problems with smoking
                     and drugs in the school.
                    Student and Faculty Handbooks contain clear statements of rules
                     and procedures.
                     Negative Examples:
                    During class changes, no teachers or other adults are seen in the
                     halls. Students are seen wrestling.
                    When the bell rings for the beginning of the next class, many
                     students are still in the halls.
                    Few examples of an attempt to communicate behavioral
                     expectations are found.
                    Students are observed writing graffiti in the restroom.


Standard E. Manages Resources to the Benefit of the Instructional Program.

Indicator E2. Manages information technology

Opportunity for the use of computers and other technology by students and faculty are seen in
both the library and many of the classrooms. There are opportunities for faculty, staff, and
students to receive assistance in the operation of hardware and equipment when needed.
Hardware and equipment are in working order and well maintained.

              Positive Examples:
                  A teacher is observed asking the library/media specialist for some
                     software to be used during the next class period. The library/media
                     specialist is able to provide the software immediately.
                  Every classroom is equipped with overhead projector (or
                     projection equipment), all in working order.
                  Students and teachers are seen using Internet and Web capabilities.
              Negative Examples:
                  Observation of an empty classroom during lunch hour indicates
                     two computers and an overhead projector in the corner with notes
                     stating they are not to be used because they are not working. The
                     notes have dates that are over a month old.
                  Two teachers are overheard talking about equipment that doesn‘t
                     work.
                  Discussion with several teachers indicates that they do not know
                     how to use the Internet or Web capabilities though the school has
                     access and there are computers in every room.




                                              23
THIS PAGE INTENTIONALLY LEFT BLANK



                24
                                STRUCTURED INTERVIEW


The structured interview is a discussion between the evaluator and the principal about particular
areas of the principal‘s practices pertinent to the Mississippi standards for principals, including
performance in school management. The evaluator asks the questions and records (scripts) the
principal‘s responses. The principal may bring illustrative supporting materials to this structured
interview to assist in his/her responses. Bringing illustrative materials is not an interview
requirement, but it is beneficial to both parties.

Each structured interview question covers specific indicators found in the standards. However,
the principal‘s response may contain information pertinent to more than one indicator. The
questions emphasize why the principal does something or how he/she does it. The interview data
is considered together with other available data in developing evaluation and school management
scores. Note: School management is one aspect of the Mississippi Principal Performance
Standards, but has been singled out for special attention.

The seven interview questions are listed below.
Question 1: Standard A, Indicator A2: Leads Development and Implementation of Annual,
            Data-Driven School Improvement Plans

This question has two parts and addresses school improvement planning. Please share any
materials that will help you in your explanation of this question and any following
questions.
              a) Using your most recent plan as a basis, how have you led the
                 development and implementation of your school improvement plan?
              b) How is Mississippi assessment data used in developing and
                 implementing the plan?
Question 2: Standard A, Indicator A3: Creates an Organizational Structure that Supports
            School Vision, Mission, and Goals and Enhances the Probability of Success for All
            Students

This question has three parts and addresses how you organize your school.
               a) How have you organized the school to support your vision, mission,
                  and goals and to ensure success for all students?
               b) What do you do to ensure that the results you seek are attained?
               c) How do you organize to bring about improvement in student academic
                  performance?




                                                25
Question 3: Standard A, Indicator A4: Advocates, Nurtures, and Sustains a School Climate and
             Culture Conducive to Student Learning
This question addresses school climate.

                How have you gone about building a climate and culture in this school
               that supports student learning?


Question 4: Standard B: Creates a Customer Orientation

This question has two parts and addresses customer focus and collaboration.
               a) How do you go about creating a customer focus in this school?
               b) What have you done to develop collaboration and a customer
                   orientation?
Question 5: Standard D, Indicator D1: Focuses Daily Operations on the Work of Students

This question has two parts and addresses the daily operations and management of the school.
               a) How have you focused the daily operations of the school on the work
                   of students?
               b) How does your management of this school support the work of
                   students?
Question 6:    Standard D, Indicator D3: Maintains Effective Discipline in the School and
               Student Engagement in Teaching and Learning Activities

This question has two parts and addresses discipline in the school.
               a) How do you ensure effective discipline in the school?
               b) How do you ensure that students are actively engaged in classroom
                   activities?

Question 7:    Standard E, Indicator E2: Manages Information Technology

This question has two parts and addresses technology utilization
               a) How have you gone about applying technology to operations and
                   instruction in this school?
               b) How have you helped your faculty and staff become skillful and
                   comfortable with newer technologies?


Illustrative Materials

The principal is encouraged to enhance the interview through illustrative materials that he/she
thinks will help the evaluator understand his/her verbal explanations. Principals are expected
neither to spend time creating new or different materials nor submitting a large number of items.
Illustrative materials provide a representative sampling of what a principal does in light of the
established standards. If the materials illustrate different points, they may be pertinent to more



                                               26
than one question. Some or all of the illustrative materials used in the interview may be used for
other purposes in the principal appraisal or school appraisal.


Recording the Interview Responses

A Mississippi Principal Interview Scoring Form has been provided for each interview question
set. The form contains spaces for recording the principal‘s name and school, the evaluator‘s
name, and the date of the interview. It also contains the interview question (to be asked verbatim
by the interviewer) with designation of the standard and indicator to which the question applies
and a set of statements that will be scored after the interview is conducted. These statements are
topics/issues that should be covered in the principal‘s response. The statement list will be used
by the evaluator to keep track of what has and has not been covered and to frame probing
questions to clarify or expand the information presented by the principal. Possible probing
questions are also provided at the bottom of each form.

The evaluator will conduct the interview by asking the questions on the interview form, asking
probing questions, and taking anecdotal notes on the separate scripting form. The Mississippi
Principal Interview Scripting Forms are provided for scripting the principal‘s responses to the
interview questions. The evaluator records what the principal says and any probing questions
he/she asks. While the interviewer won‘t be able to record every word spoken, he/she records as
much of the dialogue as possible in order to determine later what has been said that depicts the
principal‘s practices (how) and rationale for those practices (why).

       Three rules for scripting interviews are essential:
       1. The script should be complete enough that a person other than the evaluator
          can read it, even a year or two later, and describe what was said.
       2. The relationship between the script and the score awarded for the indicator
          should be evident to a reader trained to analyze data of these kinds.
       3. There should be no judgmental statements (no evaluator opinions) in the script
          — only a record of what was said.

The evaluator has the responsibility of probing for more in-depth information throughout the
discussion. Even though the evaluator interrupts the principal for clarification or more
specificity, it is essential because the evaluator needs enough information to determine
sufficiency of response. Thus, probing questions are necessary to get the information required
for making that determination. In addition to the question, each form contains scoring statements
that will assist the evaluator with probing questions or determining when to move on to the next
question. The evaluator may choose to use any of these questions or develop his own. Any
probing questions used are documented in the scripting.

The interviewer must keep the interview moving. At the onset, the interviewer will inform the
principal that discussion of any one question set should require no more than six to eight
minutes, that the he/she will be watching the time, and that he/she will be informing the principal
when it is time to ―wrap up‖ and ―move on.


                                                27
Scoring Interview Responses

The process for scoring the interview is similar to that used in scoring the school management
observation; except that information used to develop a score for each indicator is already
organized by question in the script. However, it is possible that the principal unknowingly
provided information pertinent to one question when answering another. There are rules for
dealing with this situation.
          The same information is not used to develop scores for two indicators. If so,
           that would be double scoring (double reward or double penalty).
          When information pertinent to a particular question is provided by a principal
           in response to a different question, that information is considered in scoring
           that pertinent question. In other words, information located anywhere in the
           interview is considered when developing an indicator score.

The Mississippi Principal Interview Scoring Form is used to record scores and rationales for the
scores. To develop the scores and rationales, the evaluator follows four steps:
       1. The evaluator analyzes the information provided in response to the question
          set and any other pertinent information ―misplaced‖ in responses to other
          questions.
       2. Using the same 4-point scale that was used in scoring the management
          observation, the evaluator develops a score for each of the scoring statements
          provided on the scoring form.
       3. The evaluator ―rolls up‖ the scores from the scoring statements to create an
          indicator score. Scores are not averaged, but pattern analysis is used. (What
          score do the pattern of scoring statement scores and the script information
          suggest?)
       4. The evaluator writes the rationale (justification) for the score awarded in the
          space provided. The rationale statement shows why the score was awarded by
          describing strengths and weaknesses in the information provided by the
          principal in relation to the performance indicator.




                                               28
                            MISSISSIPPI PRINCIPAL INTERVIEW SCORING FORM

        Principal: ____________________________________ School: ________________________________

        Evaluator: ___________________________________ Date: __________________________________
        Directions: This form is used for scoring the principal's responses to the interview questions. Attach scripting.
                QUESTION 1
       (STANDARD INDICATOR A2)
                                                    1. Improvement plan consistent with school mission/goals           1    2   3   4
This question has two parts and addresses
school improvement planning. Please share
                                                    2. Engages faculty and others in development,                     1     2   3   4
any materials that will help you in your
                                                       implementation, and evaluation of improvement plan
explanation for these and any following
questions.
                                                    3. Data based planning to identify curricular and                 1     2   3   4
                                                       instructional needs, including use of student
a) Using your most recent plan as a basis,
                                                       achievement data
   how have you led the development and
   implementation of your school
                                                    4. Improvement planning focused on student                        1     2   3   4
   improvement plan?
                                                       achievement
b) How is Mississippi assessment data used
   in developing and implementing the plan?

Rationale:                                                                                Indicator A2 Score:         1     2   3   4




                                                                 29
                          MISSISSIPPI PRINCIPAL INTERVIEW SCORING FORM

      Principal: _________________________________ School: ___________________________________

      Evaluator: ________________________________________Date:______________________________
      Directions: This form is used for scoring the principal's responses to the interview questions. Attach scripting.
               QUESTION 2
      (STANDARD INDICATOR A3)
                                                  1. Organizes schedules to maximize teaching and                  1      2   3   4
This question has three parts and addresses          learning time
how you organize your school.
                                                  2. Organizes faculty/staff to best serve needs of               1       2   3   4
a) How have you organized the school to              students, bring about improvement, and facilitate
   support your vision, mission, and goals           learning
   and to ensure success for all students?
                                                  3. Ensures equal access to curricular programs and              1       2   3   4
b) What do you do to ensure that the results         educational opportunities for students
   you seek are attained?
                                                  4. Encourages innovation to enhance learning                    1       2   3   4
c) How do you organize to bring about
   improvement in student academic
   performance?
Rationale:                                                                              Indicator A3 Score:       1       2   3   4




                                                               30
                          MISSISSIPPI PRINCIPAL INTERVIEW SCORING FORM

      Principal: ___________________________________ School: _________________________________

      Evaluator: _______________________________________Date:_______________________________
      Directions: This form is used for scoring the principal's responses to the interview questions. Attach scripting.
               QUESTION 3
      (STANDARD INDICATOR A4)                      1. Communicates high expectations for students,                 1 2    3   4
                                                    faculty, staff, and self
This question addresses school climate.
                                                 2. Recognizes and celebrates the contributions and             1    2    3   4
How have you gone about building a climate
                                                    achievement of students, faculty/staff, and school
and culture in this school that supports
student learning?
                                                 3. Promotes acceptance of diversity among students,            1    2    3   4
                                                    faculty, and staff

Rationale:                                                                            Indicator A4 Score:       1    2    3   4




                                                              31
                          MISSISSIPPI PRINCIPAL INTERVIEW SCORING FORM

      Principal: __________________________________ School: __________________________________

      Evaluator: _______________________________________ Date: ______________________________
      Directions: This form is used for scoring the principal's responses to the interview questions. Attach scripting.
               QUESTION 4
  (STANDARD INDICATORS B1 and B2)                  1. Builds and sustains school/home relationships that           1 2    3   4
                                                     support student learning
This question has two parts and addresses
customer focus and collaboration.
                                                  2. Develops working relationships with the community          1    2    3   4
                                                     that will enhance student learning
a) How do you go about creating a
   customer focus in this school?                                                     Indicator B1 Score:       1    2    3   4

b) What have you done to develop                  3. Leads process of identifying and addressing student        1    2    3   4
   collaboration and a customer                      needs
   orientation?
                                                  4. Leads process of identifying and addressing needs          1    2    3   4
                                                     and expectations of groups/persons whose support is
                                                     needed

                                                  5. Establishes two-way communications with faculty,           1    2    3   4
                                                     parents, and other stakeholders
Rationale:                                                                           Indicator B2 Score:        1    2    3   4




                                                              32
                          MISSISSIPPI PRINCIPAL INTERVIEW SCORING FORM

      Principal: __________________________________ School: __________________________________

      Evaluator: ______________________________________________Date:________________________
      Directions: This form is used for scoring the principal's responses to the interview questions. Attach scripting.
               QUESTION 5
      (STANDARD INDICATOR D1)
                                                  1. Protects instructional time                                   1      2   3   4
This question has two parts and addresses
the daily operations and management of the
                                                  2. Establishes and maintains routines and procedures            1       2   3   4
school
                                                     that maximize learning time
a) How have you focused the daily
                                                  3. Publicizes school routines and procedures to                 1       2   3   4
   operations of the school on the work of
                                                     students, faculty/staff, parents, and others
   students?
                                                  4. Monitors and provides supervision for school                 1       2   3   4
b) How does your management of this
                                                     programs and activities
   school support the work of students?

Rationale:                                                                              Indicator D1 Score:       1       2   3   4




                                                               33
                              MISSISSIPPI PRINCIPAL INTERVIEW SCORING FORM

      Principal: __________________________________ School: __________________________________

      Evaluator: _____________________________________________Date:_________________________
      Directions: This form is used for scoring the principal's responses to the interview questions. Attach scripting.
               QUESTION 6
      (STANDARD INDICATOR D3)                      1. Communicates expectations regarding behavior to              1 2    3   4
                                                    students and parents through a variety of means
This question has two parts and addresses
discipline in the school
                                                 2. Establishes procedures for handling disciplinary            1    2    3   4
                                                    problems
a) How do you ensure effective discipline
   in the school?
                                                 3. Holds persons accountable for observing established         1    2    3   4
                                                    procedures
b) How do you ensure that students are
   actively engaged in classroom activities?
                                                 4. Ensures that teachers keep students actively engaged        1    2    3   4
                                                    in meaningful classroom activities
Rationale:                                                                         Indicator D3 Score:          1    2    3   4




                                                              34
                          MISSISSIPPI PRINCIPAL INTERVIEW SCORING FORM

      Principal: __________________________________ School: __________________________________

      Evaluator: ________________________________________ Date: _____________________________
      Directions: This form is used for scoring the principal's responses to the interview questions. Attach scripting.
               QUESTION 7
      (STANDARD INDICATOR E2)
                                                  1. Applies technology to instruction and the operation           1      2   3   4
This question has two parts and addresses
                                                     of the school
technology utilization.
                                                  2. Projects technology needs and aggressively seeks to          1       2   3   4
a) How have you gone about applying
                                                     acquire that technology (e.g., hardware/software)
   technology to operations and
   instruction in this school?
                                                  3. Ensures that assistance is provided to faculty in the        1       2   3   4
                                                     utilization of technology to engage students in academic
b) How have you helped your faculty and
                                                     work and in development of technological skills
   staff become skillful and comfortable
   with newer technologies?
                                                  4. Uses technology in professional development (own             1       2   3   4
                                                     and others)
Rationale:                                                                         Indicator E2 Score:            1       2   3   4




                                                               35
                    MISSISSIPPI PRINCIPAL INTERVIEW SCRIPTING FORM


  Principal: ______________________________ Evaluator: ______________________ Page ___ of ___
 Line
Number

   1. __________________________________________________________________________________________

   2. __________________________________________________________________________________________

   3. __________________________________________________________________________________________

   4. __________________________________________________________________________________________

   5. __________________________________________________________________________________________

   6. __________________________________________________________________________________________

   7. __________________________________________________________________________________________

   8. __________________________________________________________________________________________

   9. __________________________________________________________________________________________

  10. __________________________________________________________________________________________

  11. __________________________________________________________________________________________

  12. __________________________________________________________________________________________

  13. __________________________________________________________________________________________

  14. __________________________________________________________________________________________

  15. __________________________________________________________________________________________

  16. __________________________________________________________________________________________

  17. __________________________________________________________________________________________

  18. __________________________________________________________________________________________

  19. __________________________________________________________________________________________

  20. __________________________________________________________________________________________

  21. __________________________________________________________________________________________

  22. __________________________________________________________________________________________

  23. __________________________________________________________________________________________

  24. __________________________________________________________________________________________

  25. __________________________________________________________________________________________

  26. __________________________________________________________________________________________



                                                36
                             DOCUMENT/ARTIFACT REVIEW


The purpose of the document/artifact review is to examine various documents/artifacts as well as
results of information obtained from the other instruments (safe school, curriculum and
instruction, fiscal). There are no specific packaging requirements for submitting the
documents/artifacts (three-ring binder, file folder). However, there are organizational
requirements for the principal to follow in the presentation and writing explanations or rationales
for the documents/artifacts provided as evidence.

       1. The document/artifact entries must be easily identifiable and legible – name
          of principal, date submitted.

       2. Entries must be organized around the standard and indicator for which they
          have been submitted.

       3. A completed entry form specific to that standard and indicator must
          accompany every document/artifact entry. The form must be handwritten.


Types of Evidence

The document/artifact evidence represents what the principal has done, not what the principal is
going to do. Therefore, the principal is not to create documents/artifacts, but present existing
materials or evidence other than that obtained from the other data collection instruments. Much
of the evidence provided by the principal will be document (print) form: however, computer
disks, videotapes, or audiotapes are also appropriate for presenting evidence.

Following are examples of the types and forms of material that serve as evidence of what the
principal has done. Please note that these examples are not meant to dictate the number and types
of evidence to be provided. They are listed for the simple purpose of illustrating what types of
evidence that the principal should have readily available.

        Documents
         Evidence of school improvement planning efforts or school improvement
            plan
         Teacher appraisal file
         Student standardized test results (multiple years summarized and
            interpreted)
         Plans other than school improvement plan
         School budget and expenditure report
         Letters to principal
         Letters/memos from principal
         Newspaper articles
         School brochures
         Press releases


                                                37
           Faculty Handbook
           Student/Parent Handbook
           Reports to school or board on grant proposals
           Descriptions of projects, innovations
           Lists of active participants/partners in projects or initiatives

       Videotapes/Audiotapes
        Faculty meetings
        Parent meetings
        Media coverage of school or event
        Conferences not requiring confidentiality
        Student assemblies
        Planning groups

       Computer Disks
        Student data (synthesized and analyzed)
        Teacher appraisal files
        Other data files
        Budget and expenditure report


Mississippi Principal Document/Artifact Entry Form

Each document entry is to be accompanied by a completed Mississippi Principal
Document/Artifact Entry Form specific to the standard and indicator being addressed. A form
for each entry serves four purposes:

          Description – identifies the entry by title or some designation that can be used
           for future reference by both the evaluator and the principal.

           The description is to be concise and complete. If a document or tape is being
           submitted as evidence, but only a portion applies, the description prepared for
           each indicator specifies exactly what portion of the entry is to be reviewed.

          Explanation – briefly explains what the entry is about.

           In this section, the specific items to be reviewed are to be explained. If
           appropriate, the explanation includes how the specific document/artifact was
           used.

          Relevancy – provides the evaluator with the principal‘s thoughts about the
           entry‘s contributions to the standard and indicator addressed. Remember that
           no entry is self-explanatory. The entry form must clearly explain the
           relevance of the whole or specific parts of the entry as evidence of the
           principal‘s performance in the standard and indicator.



                                                 38
    In this section, the principal explains why a particular document/artifact
    demonstrates his/her performance in the standard and indicator. For example,
    the principal may begin his/her explanation for the first entry by stating, “This
    entry demonstrates my knowledge/skill in and ability to bring about
    school mission and goals that focus on student performance and ….”
    Details are to be provided on how the artifact included for this entry is
    relevant to the standard and indicator. Further, it is important that the
    document/artifact presented is directly linked to the principal. It is not to be
    something developed by others without the principal‘s leadership and active
    involvement.

   Application/Follow-up – explains how activities benefited faculty/staff,
    students, instruction, or the school.

    In this section, the principal specifically explains how the activities or
    information learned was used to the benefit of staff, students, instruction, etc.




                                         39
          MISSISSIPPI PRINCIPAL DOCUMENT/ARTIFACT ENTRY FORM
                  (THIS FORM MUST BE HANDWRITTEN AND NOT TYPED.)


Principal:________________ School_______________ Date of Submission: ____

Check indicator and artifact addressed by this entry:

  A1, Artifact 1         C1, Artifact 1       D2, Artifact 1       E1, Artifact 1
  A1, Artifact 2         C2, Artifact 1       D2, Artifact 2       E1, Artifact 2
  A5, Artifact 1         C3, Artifact 1                             E3, Artifact 1
  A5, Artifact 2                                                     E3, Artifact 2
1. Description (e.g., mission/goals statements, letter from parent, newspaper article, video
tape) and Explanation of Content (What is the content of the entry and who were the
intended audiences?):




2. Relevancy to Indicator Area (State how the content of the entry relates to the indicator
   marked above and why the entry is valuable evidence of your performance in this
   indicator, not that of others in your building. Please be specific. Attach additional page,
   if needed.):




3. Application/Follow-up (Explain how activities benefited faculty/staff, students,
   instruction, or the school. Attach additional page if needed.):




                                              40
                  GUIDELINES FOR DOCUMENT/ARTIFACT ENTRIES

Following are specific guidelines for selecting entries for each of the indicators to be represented
in the document/artifact review. Principals are to supply only one entry for each artifact
specified. If more entries are provided than are specified, evaluators are not to consider the
additional materials presented. However, this does not imply that only one page can be
submitted; since in most cases, one page will not suffice. However, any and all documents
submitted as an entry, must be addressed on the entry form for that indicator.

For every document/artifact submitted, there must be a completed document/artifact entry form.
If the document/artifact submitted is located elsewhere (not in the set of documents), it must be
located where the evaluator can easily find it. For example, a document contained in the school
resource allocation appraisal materials must be accessible to the evaluator. If possible, it is to be
copied and placed in the documents/artifacts.


Standard A, Indicator A1: Leads development and implementation of vision, mission, and
goals that emphasize student learning

       Artifact 1:     Document/artifact that demonstrates emphasis of student learning
                       in addressing school vision, mission, goals

       Artifact 2:     Document/artifact that demonstrates procedures/process for
                       developing vision, mission, goals

Standard A, Indicator A5: Provides leadership in curriculum development and the
instructional program

       Artifact 1:     Document/artifact that demonstrates the principal‘s leadership in
                       alignment of curriculum, instruction, and classroom assessments
                       with each other and with Mississippi curriculum frameworks and
                       state assessments

       Artifact 2:     Document/artifact that demonstrates the principal‘s leadership in
                       evaluating the school‘s curriculum and instructional program

Standard C: Indicator C1: Recruits, selects, and retains quality staff

       Artifact 1:     Document/artifact demonstrating the principal‘s work in teacher
                       recruitment or retention




                                                 41
Standard C: Indicator C2: Supervises and evaluates staff

      Artifact 1:    Two teacher appraisal files (identity removed).



Standard C: Indicator C3: Promotes and leads professional development of staff

      Artifact 1:   Document/artifact demonstrating the principal‘s work in
                    professional development of staff

Standard D: Indicator D2: Creates a safe, secure learning environment
.

      Artifact 1:   Document/artifact that demonstrates principal‘s work in creating a
                    safe/secure environment for stakeholders


      Artifact 2:   Documents/artifacts that demonstrate principal‘s efforts to resolve
                    potential safety problems or a document/artifact that demonstrates
                    the principal‘s efforts to make stakeholders (students, parents,
                    faculty/staff) feel safe and secure on campus


Standard E: Indicator E1: Manages fiscal resources


      Artifact 1:   Document/artifact that demonstrates that the principal has
                    managed available resources well (to the benefit of the
                    instructional program)


      Artifact 2:   Document/artifact that demonstrates the principal has aggressively
                    pursued funding, either externally or within the school and related
                    governmental structures


Standard E, Indicator E3: Manages professional responsibilities
      Artifact 1:   Document/artifact demonstrating adherence to promotion of laws
                    and policies

      Artifact 2:   Document/artifact demonstrating timely implementation of
                    professional responsibilities




                                             42
Scoring of Documents/Artifacts
The document/artifact provided for each indicator is reviewed by the evaluator. The evaluator
develops a score for each performance indicator represented in the collection of
artifacts/documents. This score will be a score from 1(unsatisfactory) to 4 (exemplary) using the
same scale point definitions used in other parts of the principal appraisal. However, a series of
rubrics have been created to assist the evaluator in scoring the documents/artifacts.

       The steps the evaluator follows in analyzing and scoring these artifacts are:

       1.     The evaluator reads the information on the Mississippi Principal
              Document/Artifact Entry Form accompanying the artifact.

              Note: If an entry form is not present or completely filled out, the
              evaluator is not to use that artifact in the appraisal process.

       2.     The evaluator studies the document/artifact (reads, views, and analyzes)
              along with the information provided by the principal in the entry form to
              determine relevance and the degree to which the particular
              document/artifact and statements demonstrate the principal‘s performance
              in the standard and indicator.

       3.     The evaluator repeats the process in steps 1 and 2 for all other
              documents/artifacts presented for this indicator, if there are any

              Note: If the principal provides more artifacts than requested, the evaluator
              ignores the extras.

       4.     Considering all evidence presented, the evaluator reviews the rubric
              provided for the indicator and determines the score to be awarded. The
              evaluator refers to definition items. A rationale is written for each score.

       5.     The evaluator circles the score to be awarded in the rating column and also
              transfers this score to the appropriate cell in the Principal Appraisal
              Report Form.




                                                43
                       MISSISSIPPI PRINCIPAL APPRAISAL DOCUMENT/ARTIFACT SCORING FORM

 Standard A: An effective school principal develops and leads an organization that focuses staff, students, parents/guardians,
 and other stakeholders on academic success for all students.
                                                                Performance Levels
    Indicator                                                                                                                           Rating
                                   4                           3                          2                             1
                               Exemplary                 Satisfactory             Needs Improvement               Unsatisfactory
A1. Leads              The evidence indicates     The evidence indicates     The evidence indicates        The evidence indicates
development and        that                       that                       that                          that                           1
implementation of       there are well-           there are well-           vision, mission, and         vision, mission, and
vision, mission, and        defined statements         defined statements         goal statements do not        goal statements are       2
goals that emphasize        of vision, mission,        of vision, mission,        put primary emphasis          not present ,are
                            and goals that             and goals that             on student learning.          poorly written, or
student learning                                                                                                                          3
                            emphasize student          emphasize student      the principal‘s                  have limited
                            learning.                  learning.                  leadership in                 emphasis on student
                        the principal has         the principal has             development and               learning.                 4
                            taken leadership in        taken leadership in        implementation is not     the principal‘s
                            developing and             developing and             clear.                        leadership in
                            implementing them.         implementing them.     stakeholder                      development and
                        stakeholder groups        stakeholder                   involvement has been          implementation is
                            have been involved         involvement in the         limited to                    not clear or has been
                            in the development         development process        school/school                 limited.
                            process.                   has been somewhat          personnel or is           stakeholder
                                                       limited.                   unclear.                      involvement in the
                                                                                                                development process
                                                                                                                is unclear or absent.

 Rationale for Score: MUST BE PROVIDED. For additional space, use the back of this page.




                                                                        44
                      MISSISSIPPI PRINCIPAL APPRAISAL DOCUMENT/ARTIFACT SCORING FORM

 Standard A: An effective school principal develops and leads an organization that focuses staff, students, parents/guardians,
 and other stakeholders on academic success for all students.
                                                                Performance Levels
    Indicator                                                                                                                         Rating
                                   4                           3                          2                            1
                               Exemplary                 Satisfactory             Needs Improvement              Unsatisfactory
                       The evidence indicates     The evidence indicates     The evidence indicates        The evidence indicates
A5. Provides           that the principal has     that the principal has     that                          that the principal‘s         1
leadership to          been an active leader in   required, but not led       evaluation of               leadership in evaluation
curriculum              evaluating                evaluation of                 curriculum and           of curriculum and            2
                            curriculum and the         curriculum and             instructional programs   instructional programs
development and the
                            instructional              instructional              has not received         and in alignment of
instructional                                                                                              curriculum, instruction,
                                                                                                                                        3
                            program.                   program.                   adequate principal
program
                        promoting and             alignment of                  attention.               assessments, and
                            implementing               curriculum,            alignment of                frameworks is minimal        4
                            alignment of               instruction,               curriculum,              or non-existent.
                            curriculum,                classroom                  instruction, classroom
                            instruction,               assessments, state         assessments, state
                            classroom                  assessments, and           assessment and
                            assessments, state-        curriculum                 curriculum frameworks
                            required                   frameworks.                has not received
                            assessments, and                                      adequate principal
                            curriculum                                            attention.
                            frameworks.

 Rationale for Score: MUST BE PROVIDED. For additional space, use the back of this page.




                                                                        45
                       MISSISSIPPI PRINCIPAL APPRAISAL DOCUMENT/ARTIFACT SCORING FORM

Standard C. An effective principal works to develop human resources.
                                                                Performance Levels
    Indicator                                                                                                                          Rating
                                   4                            3                           2                           1
                               Exemplary                  Satisfactory              Needs Improvement             Unsatisfactory
                       The evidence               The evidence                 The evidence demonstrates     The evidence suggests
C1. Recruits,          demonstrates principal     demonstrates that the        those principal actions in    that the principal‘s        1
selects, and retains   leadership in developing   principal has exercised      faculty/staff recruitment,    leadership in
quality staff          and implementing long      leadership in                selection, and/or retention   recruitment, selection,     2
                       range plans in at least    faculty/staff recruitment,   that might be expected.       and/or retention of
                       one of the following       selection, and/or            However, the actions do       staff has been minimal
                       areas: faculty/staff       retention that has been      not suggest strong            or non-existent.
                                                                                                                                         3
                       recruitment, selection,    directed toward filling      leadership in these areas.
                       and/or retention.          immediate needs or                                                                     4
                                                  solving short-term
                                                  problems.

Rationale for Score: MUST BE PROVIDED. For additional space, use the back of this page.




                                                                         46
                     MISSISSIPPI PRINCIPAL APPRAISAL DOCUMENT/ARTIFACT SCORING FORM

Standard C. An effective principal works to develop human resources.
                                                           Performance Levels
    Indicator                                                                                                                     Rating
                                4                          3                          2                           1
                            Exemplary                Satisfactory             Needs Improvement             Unsatisfactory
                     The evidence             The evidence               The evidence indicates        The evidence indicates
C2. Supervises and   demonstrates             demonstrates                                                                          1
evaluates staff                                                             that the principal‘s         that the principal‘s
                      that the principal‘s    that the principal           staff evaluations             evaluations of           2
                       evaluations of staff     evaluates staff, but         contain scores, ratings       staff (scores,
                       are comprehensive        relationships between        that lack supporting          ratings, narrative
                                                                                                                                    3
                       and credible             scores, ratings, or          data.                         judgments) are
                       (available data and      descriptive                                                without supporting
                       information support      judgments and               that professional             data.                    4
                       ratings/scores           supporting data can          development/growth
                       awarded) and             be improved.                 plans are present, but       that professional
                                                                             contents do not               development/
                      that weaknesses         that weaknesses              correspond to                 growth plans are
                       found are addressed      identified in                evaluation results.           absent or unrelated
                       in professional          evaluation are                                             to evaluation
                       development/growth       addressed in                                               results.
                       plans.                   professional
                                                development/growth
                                                plans.

Rationale for Score: MUST BE PROVIDED. For additional space, use the back of this page.




                                                                    47
                     MISSISSIPPI PRINCIPAL APPRAISAL DOCUMENT/ARTIFACT SCORING FORM

Standard C. An effective principal works to develop human resources.
                                                              Performance Levels
    Indicator                                                                                                                    Rating
                                 4                            3                          2                         1
                             Exemplary                  Satisfactory             Needs Improvement           Unsatisfactory
                     The evidence                The evidence               The evidence demonstrates   There is little or no
C3. Promotes and     demonstrates that the       demonstrates principal     that the principal has      evidence that the          1
leads professional   principal has been an       support, promotion, and    supported staff             principal has made
development of       active leader in planning   initiation of staff        development opportunities   professional               2
                     and implementing            development, but it does   provided by the school.     development of staff a
staff
                     professional                not demonstrate a direct                               priority.
                     development of staff that   relationship between
                                                                                                                                   3
                     will enhance student        staff development and
                     achievement.                needed improvement in                                                             4
                                                 areas of student
                                                 achievement.

Rationale for Score: MUST BE PROVIDED. For additional space, use the back of this page.




                                                                       48
                      MISSISSIPPI PRINCIPAL APPRAISAL DOCUMENT/ARTIFACT SCORING FORM

 Standard D. An effective principal manages his/her school effectively.
                                                                  Performance Levels
    Indicator                                                                                                                           Rating
                                   4                              3                           2                          1
                               Exemplary                    Satisfactory              Needs Improvement            Unsatisfactory
D2. Creates a safe,    The evidence                  The evidence                The evidence                 The evidence presented
secure learning        indicates that the            indicates that the           suggests that the          indicates little or no      1
environment            principal                     principal has                  principal has not been    leadership on the part
                        has been an active,          some leadership in           an active leader in       of the principal in         2
                           aggressive leader in          implementing plans         maintaining a             creating a safe, secure
                           attempting to create          for maintaining a          substance, weapon, and    learning environment.
                                                                                                                                          3
                           a substance, weapon,          substance, weapon,         violence free campus,
                           and violence free             and violence free          but has delegated
                           campus, and                   campus, and                responsibility in this                                4
                        has initiated                has made some effort         area to someone else.
                           activities or                 to make customers        does not suggest that
                           communications to             feel safe and secure,      the principal has been
                           enhance feelings of           or                         aggressive in
                           safety and security        has identified some          attempting to make
                           among customers               unsafe facilities and      customers feel safe and
                           (students, parents,           equipment, and             secure, or
                           faculty/staff, others),       sought resolution of     does not suggest
                           or                            these problems.            aggressive principal
                        has been aggressive                                        leadership in ensuring
                           in his/her efforts to                                    safe facilities and
                           identify unsafe                                          equipment.
                           facilities and/or
                           equipment and solve
                           those problems.

 Rationale for Score: MUST BE PROVIDED. For additional space, use the back of this page.




                                                                           49
                     MISSISSIPPI PRINCIPAL APPRAISAL DOCUMENT/ARTIFACT SCORING FORM

Standard E. An effective principal manages resources prudently and to the benefit of the instructional program.
                                                                Performance Levels
    Indicator                                                                                                                         Rating
                                 4                              3                           2                           1
                             Exemplary                    Satisfactory              Needs Improvement             Unsatisfactory
                     The evidence indicates       The evidence indicates       The evidence indicates        The evidence indicates
E1. Manages fiscal   that the principal           that the principal           that the principal            that the principal‘s       1
resources             has managed                 has managed                 has managed available       leadership in resource
                          available resources          available resources          resources adequately;    management,                2
                          well;                        well;                    has not engaged             engagement of
                      has engaged multiple        has engaged a                   stakeholders to any      stakeholders in fiscal
                                                                                                                                        3
                          stakeholder groups           limited number of            great extent in budget   matters, marketing of
                          in budget preparation        stakeholder groups           preparation and          financial needs, and
                          and resource                 in budget preparation        resource allocation;     pursuit of external        4
                          allocation;                  and resource             has not actively            funding has been
                      has aggressively                allocation;                  marketed the fiscal      meager at best.
                          marketed fiscal          has presented                   needs of the school;
                          needs to school              (though not              has not pursued
                          authorities and              aggressively) the            external funding.
                          stakeholder groups;          fiscal needs of the
                      has aggressively                school to the school
                          pursued external             and stakeholder
                          funding.                     groups;
                                                   has supported efforts
                                                       to obtain external
                                                       funding.

Rationale for Score: MUST BE PROVIDED. For additional space, use the back of this page.




                                                                         50
                          MISSISSIPPI PRINCIPAL APPRAISAL DOCUMENT/ARTIFACT SCORING FORM

 Standard E. An effective principal manages resources prudently and to the benefit of the instructional program.
                                                                       Performance Levels
      Indicator                                                                                                                                Rating
                                     4                                3                            2                           1
                                 Exemplary                      Satisfactory               Needs Improvement             Unsatisfactory
                        The evidence indicates         The evidence indicates        The evidence indicates that   The evidence indicates
E3. Manages             that the principal             that the principal            the principal                 that the principal            1
professional             adheres to laws and           generally adheres to         does not adhere to all       often ignores
responsibilities             policies and promotes          laws and policies, but       laws and policies and          existing laws and        2
                             them to staff and other        evidence of his/her          does not always promote        policies or allows
                             stakeholders.                  support, promotion of        adherence to                   others to do so.
                                                                                                                                                 3
                         is a model of                     policies and laws to         stakeholders.              lacks punctuality and
                             punctuality and                staff and stakeholders    is not always punctual in        timeliness in
                             timeliness in                  is not strong.               discharging his/her            discharge of his/her     4
                             discharging his/her        discharges his/her              responsibilities.              responsibilities.
                             professional                   responsibilities in a
                             responsibilities.              timely manner.

 Rationale for Score: MUST BE PROVIDED. For additional space, use the back of this page.




                                                                               51
52
                     MISSISSIPPI PRINCIPAL APPRAISAL REPORT


Introduction

The Mississippi Principal Appraisal Report is the instrument that summarizes performance
across all standards and indicator areas of the appraisal . The report serves as the cumulative
evaluation record by providing the final results of the appraisal process.

       The appraisal report is composed of five documents:

                  1) Mississippi Principal Appraisal Report – cover sheet
                     This cover sheet provides the principal an explanation of the other
                     report documents the principal will receive.

                  2) Part A: Scores and Rationales
                     In Part A, the indicator scores from the interview,
                     document/artifact review, questionnaires, and school-management
                     observations are developed into a single score for each standard
                     with a rationale given for each score.

                  3) Part B: Strengths, Weaknesses, Comments and Signatures
                     Part B provides the principal a summary of strengths and
                     weaknesses. The principal and the evaluator may make comments
                     about the appraisal or the conference on this form. Both the
                     evaluator and the principal sign the form to indicate that the
                     conference was held.

                  4) Performance Level
                     The standard scores are reported and averaged on this form to give
                     a final score. The cut-score for principals is 3.0. Pass/fail is also
                     indicated.

                  5) Principal Performance Standards Checklist
                     All indicators and definition items deemed to be in need of
                     improvement are checked on this form. Any principal failing to
                     make the cut-score of 3.0 is to use the form, along with Part A:
                     Scores and Rationales, to write his/her individual improvement
                     plan.




                                               53
Completing the Mississippi Principal Appraisal Report By Hand

      Part A: Scores and Rationales
          1) Complete the demographic information on the form.

          2) Transfer scores from the identified instruments to the appropriate open
             cells on the report.
                   The left side of the form lists all of the standards and indicators
                      and the right side lists the various instruments/data sources used in
                      the appraisal.
                   The darkened cells indicate that no scores are available from the
                      instruments listed. For example, a review of the report reveals that
                      Indicator A1 displays an open cell under only two of the columns.
                      Therefore, the only scores that should be available for transfer are
                      the interview and questionnaire scores for Indicator A2.

          3) Use pattern scoring to develop column scores. For example, in the
             observation column for Standard A, three boxes are open. If the scores
             under observation are 2, 2, and 3, the pattern would most likely be a 2 for
             that column. The 2 would be entered in the column score box in the
             observation column.

          4) Use the column scores and pattern scoring to develop a score for the
             standard. The evaluator reviews the indicator scores and rationales on
             identified instruments to develop a score for the standard.

                   The evaluator asks two questions when reviewing the indicator
                      scores:
                          1. What is the pattern of performance in this standard as
                              suggested by the column and indicator scores?
                          2. Are there exceedingly strong or weak indicators? If so,
                              what do the notes and comments for those scores
                              suggest about their importance to the overall scoring of
                              the standard?
                             Note: Responding to these questions requires a review of
                             the rationales in the various instruments regarding the high
                             or low scores.

                     Once a score for the standard has been determined, the evaluator
                      enters it in the space marked "Standard ‗X‘ Score" below the
                      column scores.

          5) Provide a rationale for each standard area score.
                     The rationale is specific, obtained from the instruments in the
                      appraisal process, and clearly indicates to the principal the


                                               54
                    reasons or justification for the assigned scores on the report. The
                    back of the form is to be used if more room is needed.
                   A rationale is to be written for each standard even if all
                    indicators were scored a 3. The rationale should give clear
                    evidence or justification for the indicator scores. The
                    superintendent should not be left in doubt as to why the score
                    was given.
                  Important questions the evaluator asks when completing the
                    rationale on the report are:

                              1. If the appraisal record is reviewed by an objective
                                 person, will a clear, consistent, and fair picture of
                                 the teacher‘s performance emerge?

                              2.    Will the reasons for assigned scores be consistent
                                   among standard and indicator scores, the various
                                   instruments used in the process, and the documents
                                   provided?

       6) The final handwritten copy of this form should be signed by the
          evaluator and will be put into the MDE files. The principal will receive
          a copy of Form A in an envelope on the last day of the site visit.


   Part B: Strengths, Weaknesses, Comments and Signatures

       1) Complete the demographic information.
       2) Provide a summary of the principal‘s strengths and weaknesses in the
          space provided. It is to be consistent with Part A: Scores and Rationales
          and the Principal Performance Standards Checklist.
       3) The evaluator and principal may use the comment section to make
          comments concerning the appraisal or the conference.
       4) Both the evaluator and the principal sign and date the form, using blue
          ink, to acknowledge that the Appraisal Conference was held.
       5) This form is taken into the appraisal conference. A copy may be left with
          the principal. The original with the signatures in blue is to be put into the
          MDE files.

   Performance Level

       1) Complete the demographic information.
       2) Transfer the standard scores from Part A to this form. The scores are
          added and averaged by dividing the total by the number of standards
          evaluated. The score is rounded to the nearest tenth.
       3) Write Yes or No* in the box to indicate pass or fail. The cut-score for
          the principal is 3.0.


                                            55
      Principal Performance Standards Checklist

           1) Complete this form for principals who scored a 1 or 2 on any indicator.
           2) Complete the demographic information.
           3) Put a checkmark next to any indicator scored a 1 or 2. These indicators
              are marked in red on Part A. Even if the standard score was a 3, any
              indicator scored a 1 or 2 on any instrument within that standard must be
              checked.
           4) Under each indicator checked, definition items determined in need of
              improvement by the evaluation instruments, are also to be checked.
              Applicable appraisal instruments are to be used as a reference. Keep in
              mind that the principal will use the Principal Performance Standards
              Checklist, along with Part A of the appraisal report, to write his/her
              improvement plan.


Completing the Mississippi Principal Appraisal Summary Report with Computer Assistance

Some evaluation teams use the computer to assist in completion of the appraisal documents.
Many of the steps are the same. The differences are outlined as follows:

      As soon as the evaluator completes each instrument (interview, documents,
       questionnaires), he/she hands it in to the team leaders. They enter the scores into Part A
       of the appraisal template.
      The team leaders will enter identifying documentation (name, school, etc.) into Part A of
       the template. This information is automatically transferred to Part B, the Performance
       Level form and the Principal Performance Standards Checklist
      Once all scores have been entered, the team leader provides the evaluator a copy of Part
       A with all recorded scores. The evaluator follows the steps for determining standard
       scores and writing rationales. Any indicator scoring a 1 or 2 is written in red in the box
       Score Rationale. These indicators are to be addressed in the Principal Performance
       Standards Checklist.
      The evaluator then returns the form to the team leader so the scores and rationales can be
       entered. Since the template will allow for longer rationales through the size of the font,
       the evaluator is not limited to the size of the rationale box on Part A.
      The final printed copy of this form should be signed by the evaluator and will be put
       into the MDE files along with the handwritten copy.
      The evaluator should also complete the Strengths and Weaknesses section of Part B and
       turn it into the team leader.
      Standard Scores and Pass/Fail will automatically be transferred to the Performance Level
       form. Also, indicators scored a 1 or 2 will be checked in red on the Principal
       Performance Standards Checklist. Indicators scored a 3 or 4 will be marked ―passed.‖
       The evaluator will need to check definition items that are in need of improvement by
       hand and return it to the team leader so a typed copy can be generated.




                                               56
The Appraisal Conference

An appraisal conference should be scheduled with the principal no later than the last day or two
of the site visit, or earlier at the team leader‘s discretion. The conference does NOT have to
occur in the last two days. Two activities occur during this conference:

           1) The evaluator discusses the strengths and weaknesses listed on Part B with
              the principal. The focus is on practices and behaviors that generated
              identified strengths and areas of need of improvement. All indicators
              scored a 1 or 2 should be addressed in the conference. The Principal
              Performance Standards Checklist should be used as a guide for a
              meaningful discussion.
           2) The evaluator asks for the principal's insights and comments on the
              Comments section of Part B. Both the evaluator and principal sign and
              date the form in blue ink. Signatures of the principal and evaluator
              indicate that the conference was held, not that the principal is in agreement
              with the appraisal.


Notification of Scores and Pass/Fail

At the very end of the site visit, the team leaders or MDE personnel provide the principal an
envelope containing the Mississippi Principal Appraisal Report. It includes:
         the cover sheet,
         Part A: Scores, and Rationales,
         the Performance Level form, and
         the Principal Performance Standards Checklist.




                                                57
THIS PAGE INTENTIONALLY LEFT BLANK




                   58
                      MISSISSIPPI PRINCIPAL APPRAISAL REPORT

Part A: Scores and Rationales

Part A of the Mississippi Principal Appraisal Report is used to provide the principal a summary
of the results of the interview, observations, document review, and questionnaires. It will provide
scores for each indicator area and an overall score for each standard. In addition, rationales for
the scores are provided for each standard. A four-point scale is used:

       4 - Exemplary
           indicates that the principal‘s performance is exemplary in this position. The
           principal almost always exceeds expected standards.
       3 - Satisfactory
           indicates that the principal‘s performance usually meets or exceeds expected
           standards. Areas noted can be improved, but current performance is clearly
           acceptable.
       2 - Needs Improvement
           indicates that the principal‘s performance is sometimes, but not always,
           acceptable in this position. The principal sometimes meets expected
           standards. Improvement activities are necessary to meet standards on a
           consistent basis.
       1 - Unsatisfactory
           indicates that the principal‘s performance is not acceptable. Performance in
           this position rarely meets standards.
The overall score for each standard is obtained from pattern scoring, not averaging. The
evaluator does a pattern analysis to determine 1) the pattern of performance in this standard as
suggested by the indicator scores, and 2) if there are exceedingly strong or weak indicators.
Part B and the Appraisal Conference
An appraisal conference is scheduled with the evaluators and the principal. At this conference,
the evaluator focuses the discussion on practices and behaviors that generated identified
strengths and areas in need of improvement. Part B provides a summary of these strengths and
weaknesses. The evaluator and principal may write comments concerning the appraisal or the
conference in the section provided. Both are to sign and date the form in blue ink to indicate the
conference was held.

Performance Level
On the last day of the site visit, the principal is given an envelope containing the Mississippi
Principal Appraisal Report. Scores for all indicators and standards are recorded on Part A:
Scores and Rationales. The standard scores are averaged and rounded to the nearest tenth on the
Performance Level form. A cut-score of 3.0 is required for a principal to pass.

Indicators and definition items that were scored as areas in need of improvement are checked on
the Principal Performance Standards Checklist. These areas are to be addressed in an individual
improvement plan if the principal scores below 3.0. Any principal required to write an
improvement plan will be given instruction and assistance by school administrators and MDE
personnel.

                                                59
                                                                                                                    Page 1 of 4

                               MISSISSIPPI PRINCIPAL APPRAISAL REPORT FORM
                                          Part A: Scores and Rationales
Principal:                                                                     Evaluator:
 District:                                                     School:                                Date:

                                                                    OB = Management Observation         IN = Interview
         Standards and Indicators                                  DOC = Document/Artifact Review     QST = Questionnaire
A.     Develops and Leads Organization Focusing on Academic Success                              OB   IN      DOC    QST
       A1. Leads development/implementation of vision, mission, and goals that emphasize
            student learning
       A2. Leads development and implementation of annual, data-driven school
           improvement plans
       A3. Creates an organizational structure that supports school vision, mission, and goals

       A4. Advocates, nurtures, and sustains a school climate and culture conducive to
           student learning

       A5. Provides leadership in curriculum development and the instructional program

                                                                               COLUMN SCORE

     Score Rationale:                                             STANDARD A SCORE (1-4):




                                                                      60
 Principal:                                                                                                 Page 2 of 4

B.     Develops and Leads Customer-Focused Organization                                     OB   IN   DOC    QST

       B1. Creates a customer orientation

       B2. Creates an environment of collaboration

                                                                          COLUMN SCORE

     Score Rationale:                                             STANDARD B SCORE (1-4):




C.     Works to Develop Human Resources                                                     OB   IN   DOC    QST

       C1. Recruits, selects, and retains quality staff

       C2. Supervises and evaluates staff

       C3. Promotes and leads professional development of staff

       C4. Promotes teachers and others as leaders

                                                                          COLUMN SCORE

     Score Rationale:                                             STANDARD C SCORE (1-4):




                                                                    61
 Principal:                                                                                                   Page 3 of 4

D.     Manages the School Effectively                                                         OB   IN   DOC    QST

       D1. Focuses daily operations on the work of students

       D2. Creates a safe, secure learning environment

       D3. Maintains effective discipline in the school and student engagement in
           teaching/learning activities
                                                                               COLUMN SCORE

     Score Rationale:                                            STANDARD C SCORE (1-4):




E.     Manages Resources to the Benefit of the Instructional Program                          OB   IN   DOC    QST

       E1. Manages fiscal resources

       E2. Manages information technology

       E3. Manages professional responsibilities

                                                                               COLUMN SCORE

     Score Rationale:                                            STANDARD C SCORE (1-4):




                                                                      62
                                   MISSISSIPPI PRINCIPAL APPRAISAL REPORT FORM
                                            Part B: Comments and Signatures

      Principal:                                                                                                    Date:
     Evaluator:                                                                                                  School:

Appraisal Areas of Strength and Evaluator Comments:




Appraisal Areas in Need of Improvement and Evaluator Comments:




Principal Comments:




Evaluator Signature:________________________________________________                                                                  Date:



Principal Signature:_________________________________________________                                                                 Date:
Principal's signature indicates this form has been reviewed and a conference has been held. It does not necessarily indicate agreement with the appraisal.




                                                                                    63
                 MISSISSIPPI PRINCIPAL APPRAISAL SYSTEM
                          PERFORMANCE LEVEL


Principal:                                              Date:

 District:                                             School:


                                    Standard                                            Score
              An effective school principal develops and leads an organization
    A            that focuses staff, students, parents/guardians, and other
                     stakeholders on academic success for all students.

             An effective school principal develops and leads a customer-focused
    B
                                         organization.


    C             An effective principal works to develop human resources.



    D             An effective principal manages his/her school effectively.


                 An effective principal manages resources prudently and to
    E
                          the benefit of the instructional program.



                                                                    Score Total:


                                                                   Average Score:


         This Principal has met the performance level cut-score:


*Attached is a list of standards, indicators, and definition items that were scored as areas in
need of improvement. If the principal failed to meet the cut-score all checked items must be
addressed in an individual improvement plan. Instruction and assistance by MDE personnel
and/or central office personnel will be provided.




                                            64
         MISSISSIPPI PRINCIPAL PERFORMANCE STANDARDS CHECKLIST

Principal: _______________________ School: _____________________ Date:____________

Items checked on this list are those deemed “In Need of Improvement” and must be addressed
on the principal’s individual improvement plan. Further information and instructions will be
provided by MDE personnel and/or central office personnel.

Standard A: An effective school principal develops and leads an organization that focuses staff,
students, parents/guardians, and other stakeholders on academic success for all students.

 Indicator A1. Leads development and implementation of vision, mission, and goals that
     emphasize student learning
    creates, articulates, and promotes a vision of teaching and learning that is supported by
     the school community
    ensures that school mission and goals are in place, consistent with vision, and known by
     all stakeholders
    constantly monitors and evaluates progress toward goal accomplishment

 Indicator A2. Leads development and implementation of annual, data-driven school
     improvement plans
    analyzes student achievement data to identify curricular and instructional needs
    regularly collects additional data that will impact school improvement planning
    engages faculty and other stakeholders in analyses of data, development and
     implementation of plans, and evaluation of results
    ensures that plans are consistent with school vision, mission, and goals

 Indicator A3. Creates an organizational structure that supports school vision, mission, and
     goals and enhances the probability of success for all students
      organizes faculty/staff to serve best the needs of students and facilitate learning
      organizes daily, monthly, and yearly schedules to maximize teaching and learning time
      ensures equal access to curricular programs and educational opportunities for all students
      creates, identifies, encourages, and adopts innovative ideas to enhance learning

 Indicator A4. Advocates, nurtures, and sustains a school climate and culture conducive to student
     learning
      treats all individuals with fairness, dignity, and respect
      communicates high expectations for students, staff, and self
      recognizes and celebrates the contributions and achievement of students, staff, and school
      promotes acceptance of diversity among students and staff

 Indicator A5. Provides leadership to curriculum development and the instructional program
    identifies barriers to student learning and addresses them
    ensures that diversity is considered in the development of learning experiences
    ensures that curriculum content, instructional objectives, instructional activities, and classroom
     assessments are aligned with each other and with state standards, curriculum frameworks, and
     assessments


                                                   65
     ensures that student learning is assessed using a variety of techniques
     regularly monitors and evaluates with faculty all aspects of the instructional program

Standard B. An effective school principal develops and leads a customer-focused organization.

 Indicator B1. Creates a customer orientation
     welcomes parents and community into the school
     builds and sustains school/home relationships that support student learning
     develops working relationships with community agencies and the corporate sector that will
      enhance student learning

 Indicator B2. Creates an environment of collaboration
     leads the process of identifying, prioritizing, and addressing student needs
     leads the process of identifying, prioritizing, and addressing needs and expectations of groups and
      persons whose support is needed in order for students to achieve academic success
     establishes two-way communication s with parents, community, and other stakeholders


Standard C. An effective principal works to develop human resources

 Indicator C1. Recruits, selects, and retains quality staff.
     develops and implements a recruitment/employment plan
     applies applicable federal, state, and local employment laws and policies in recruitment and
      selection procedures and retention decisions
     develops and implements a plan for retaining quality staff, including use of incentives
     makes data-driven employment and dismissal decisions

 Indicator C2. Supervises and evaluates staff
     communicates evaluation policies and procedures clearly, both orally and in writing
     carries out faculty and staff evaluations consistently and objectively
     analyzes personnel evaluation data and translates them into individual and collective
      professional development plans and programs
     monitors classroom instruction to ensure quality and congruency with school vision,
      mission, and goals

 Indicator C3. Promotes and leads professional development of staff
     establishes orientation and induction programs for new faculty and staff
     creates professional development opportunities for faculty and staff
     ensures that professional development plans, programs, and activities are directly linked
      to teacher/staff evaluation data, school improvement plans, and student needs
     models professional development in his/her own professional life

 Indicator C4. Promotes teachers and others as leaders
     identifies leadership skills and unique leadership capabilities in teachers and others
     matches leadership capabilities of teachers and others with leadership opportunities
     mentors others and identifies persons with mentoring capabilities



                                                    66
    listens, observes, and interacts effectively with staff, students, parents, and others
    engages students, parents, and community in leadership activities


Standard D. An effective principal manages his/her school effectively.

 Indicator D1. Focuses daily operations on the work of students.
    protects instructional time
    establishes and maintains routines and procedures that maximize learning time
    publicizes school routines and procedures to students, staff, parents/guardians through a variety of
     means
    ensures optimal use of facilities
    ensures that building and grounds are well-maintained, clean, attractive, and inviting
    monitors and provides supervision for all school-sponsored programs and activities

 Indicator D2. Creates a safe, secure learning environment
      identifies aspects and uses of facilities and equipment that are unsafe and solves these problems
      develops and implements plans for maintaining a substance, weapon, and violence-free campus
      makes customers (students, parents/guardians, others) and staff feel safe and secure
      adheres to applicable state and local laws and policies pertaining to safety and security

 Indicator D3. Maintains effective discipline in the school and student engagement in
     teaching/learning activities
    communicates expectations regarding behavior to students and parents/guardians through a
     variety of means
    establishes with students, teachers, and parents/guardians clearly communicated procedures for
     handling disciplinary problems
    holds all persons accountable for observing agreed upon procedures
    establishes a procedure for regularly evaluating the school‘s disciplinary policies and procedures
    ensures that teachers keep students actively engaged in meaningful classroom activities


Standard E. An effective principal manages resources prudently and to the benefit of the instructional
program.

 Indicator E1. Manages fiscal resources
    leads stakeholders in budget preparation and allocation of resources to achieve goals, mission,
     and vision
    meets requirements of federal, state, and local laws and policies in fiscal management
    establishes sound accounting, record keeping, and auditing procedures
    forecasts student enrollments, facilities, equipment, and operating needs in a multi-year plan
    markets fiscal needs to school authorities and stakeholder groups
    identifies potential sources of external funding and pursues them

 Indicator E2. Manages information technology
    applies technology to operation of the school (e.g., fiscal and facilities management, data
     gathering and analysis, communication)


                                                    67
    projects information technology needs and aggressively seeks to acquire needed hardware and
     software
    provides assistance to faculty in utilization of technology to engage students in academic work
     and in development of their technological knowledge and skills
    uses technology in professional development (own and others)
    maintains hardware and equipment

 Indicator E3. Manages professional responsibilities
    completes tasks accurately and on time
    demonstrates punctuality in work, meetings, appointments
    considers the interests of all stakeholders when making decisions
    maintains accurate, up-to-date information about the school, community, and school
    provides information and data in a timely manner and appropriate format
    makes decisions in a timely manner
    responds positively to requests for service
    adheres to all applicable federal, state, and local laws, policies, and procedures and supports them
     to school personnel, students, parents/guardians, and others
    resolves conflicts fairly and in a timely manner
    models oral, written, and technological communication skills




Other:




                                                   68
THIS PAGE INTENTIONALLY LEFT BLANK


                69
MISSISSIPPI SCHOOL MANAGEMENT

            TAB 3B




        Principal Developers
          Russell L. French
            George Malo
           Judy Bassham




          June 2003
           Revised 2009




                 70
           DEVELOPING THE MISSISSIPPI SCHOOL MANAGEMENT PROFILE


The Mississippi School Management Profile as defined for purposes of this evaluation process
consists of four areas/standards: management of programs, management of daily operations,
management of fiscal resources, and management of human resources. It is assumed that the
management of the school is the responsibility of the building principal; therefore much of the
data required to assess school management is found in the Mississippi Principal Appraisal. In
other words, all data used in creating a Mississippi School Management Profile and an overall
score for School Management come from other instruments already employed in the school
evaluation/audit . Following are step-by-step procedures for developing the profile.


COMPLETING THE PROFILE

          The Mississippi School Management Profile contains four standards and 8
           indicators. There are two indicators for Standard A, three for Standard B, one
           for Standard C, and two for Standard D. For each indicator, record the score
           from the instrument identified for that particular indicator.

          Review the indicator scores for each standard and develop a score for the
           standard using pattern scoring. Record that score in the box in the column by
           the standard. For help in developing scores for the standards, review the
           appropriate score rationale(s) in the instruments from which you obtained the
           indicators. Provide a score rationale in the appropriate section of the profile.
           Again, review the rationales from the instruments from which you obtained
           the indicators.

          Determine an overall score for School Management using pattern scoring of
           the standard scores. Record this score in the box to the right of the Overall
           School Management Score and provide a score rationale in the appropriate
           section of the profile.




                                                71
                         Mississippi School Management Profile

SCHOOL MANAGEMENT STANDARD                                                       SCORES
Standard A. The effective principal organizes and manages the programs of
the school to enhance teaching and learning.
   Creates school organization and structure (Principal Appraisal , Indicator
    A3)
   Leads curriculum development and instructional program (Principal
    Appraisal , Indicator A5)
Score Rationale




Standard B. The effective principal ensures that the daily operations of the
school facilitate teaching and learning.
   Focus daily operations (Principal Appraisal , Indicator D1)
   Creates safe, secure learning environment (Principal Appraisal , Indicator
    D2)


   Maintains effective discipline (Principal Appraisal , Indicator D3)

Score Rationale:




Standard C. The effective principal manages fiscal resources wisely and to
the benefit of the instructional program.
 Manages fiscal resources (Principal Appraisal , Indicator E1)


Score Rationale:




                                                72
SCHOOL MANAGEMENT STANDARD                                              SCORES
Standard D. The effective principal manages human resources
wisely and to the benefit of the instructional program.
 Supervises and evaluates staff (Principal Appraisal , Indicator C2)
 Promotes and leads professional development (Principal Appraisal ,
   Indicator C3)


Score Rationale:




Overall School Management Score
(pattern analysis of standard scores)
Score Rationale




                                          73
       SCHOOL MANAGEMENT PERFORMANCE STANDARDS CHECKLIST

Principal: _____________________ School: ____________________ Date: ________

Items checked on this list are those deemed “In Need of Improvement” and must be addressed
in the school’s improvement plan. Further information and instruction will be provided by
MDE personnel and/or central office personnel.


Standard A - The effective principal organizes and manages the programs of the school to
enhance teaching and learning.

    Creates school organization and structure (Principal Appraisal,
    Indicator A3)
    Leads curriculum development and instructional program (Principal Appraisal,
     Indicator A5)

Standard B - The effective principal ensures that the daily operations of the school
facilitate teaching and learning.

      Focuses daily operations (Principal Appraisal , Indicator D1)
      Creates safe, secure learning environment (Principal Appraisal,
      Indicator D2)
      Ensures awareness and implementation of school safety plan (Safe and
      Orderly Schools Overall Rating Sheet, Indicator 1.3)
      Ensures a positive building and classroom atmosphere (Safe and Orderly
      Schools Overall Rating Sheet, Indicator 2.1)
      Maintains effective discipline (Principal Appraisal, Indicator D3)

Standard C - The effective principal manages fiscal resources wisely and to the benefit of
the instructional program.

        Manages fiscal resources (Principal Appraisal, Indicator E1)
        Manages resources (School Resource Allocation Instrument)

Standard D - The effective principal manages human resources wisely and to the benefit of
the instructional program.

      Supervises and evaluates staff (Principal Appraisal,
      Indicator C2)
      Promotes and leads professional development (Principal Appraisal, Indicator C3)
      Creates communication links with students (Public Relations
      Scoring Rubric, Indicator 1)
      Creates communication links with staff (Public Relations Scoring Rubric,
       Indicator 3)




                                             74
THIS PAGE INTENTIONALLY LEFT BLANK


                75
                      NOTES

____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
__________________________________________________
                         76

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:3
posted:12/7/2011
language:
pages:79