Principal Assistant Principal Rubric Template by LHqv7zW

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									DRAFT – Revised November 28, 2011

Rubric for Evaluating Colorado’s Principals and Assistant Principals
Standard I: Principals Demonstrate Strategic Leadership
        Not Evident              Partially Proficient               Proficient                      Accomplished                    Exemplary
a. School Vision, Mission and Strategic Goals: Principals develop the vision, mission, values, beliefs and goals of the school,
    collaboratively determining the processes used to establish these attributes, and facilitating their integration into the life of the school
    community.
                                                          . . . and                        . . . and                     . . . and

Vision, mission, values,     Vision, mission, values,       Establishes strategic goals      Staff incorporate            Staff and other
beliefs and goals of         beliefs and strategic goals    for students and staff that       identified strategies         stakeholders take
school are:                  of school are:                 are:                              in their instructional        leadership roles in
 Not evident or              Developed through a           Focused on student              plans to assure that          updating the school’s
     familiar to staff and       collaborative process           achievement.                 students achieve              vision, mission, and
     other stakeholders.         with staff and other        Based on the analysis           expected outcomes.            strategic goals.
 Developed by                   stakeholder groups.             of multiple sources of
     school                   Publicly available at             information.                                              Staff members
     administrators              the school.                 Aligned with district                                         assume responsibility
     working in relative      Part of routine school            priorities.                                                for implementing the
     isolation.                  communications with         Measurable.                                                   school’s vision,
 Not integrated into            staff and other             Rigorous.                                                     mission, and
     the life of the             stakeholders.               Concrete.                                                     strategic goals.
     school community.        Routinely updated.

b.   School Improvement Plan*: Principals ensure that the unified improvement plan provides the structure for the vision, values, goals,
     and changes necessary for improved achievement and developmental outcomes for all students, and provides for tracking of progress
     based on data.
                                                       . . . and                   . . . and                     . . . and

 Systems and                Communicates effectively       Establishes clear and           School staff and other       School staff accept
  processes for              to staff and other             consistent processes and        stakeholders adhere to       responsibility for:
  planning and               stakeholders:                  systems to:                     established processes         Tracking progress of
  managing change are         Personal commitment           Monitor progress              and procedures to:               all students.
  not evident.                   to continuous school           toward achieving             Fully and                   Developing, in
                                 and district                   school improvement              conscientiously              collaboration with
 Works primarily in             improvement.                   goals and student               implement all                school
  isolation to develop        Components of                    outcomes.                       aspects of the unified       administrators, short-
  the unified                    school’s unified            Regularly revise school           improvement plan.            term and long-term
  improvement plan.              improvement plan.              improvement goals and        Identify and address           plans to address
                              Progress toward                  outcomes based on data          barriers to achieving        barriers to positive
 Tracking of student            meeting school                 analysis and monitoring         school’s vision,             changes within the
   and school progress           improvement goals              efforts.                        mission, and                 school.
   toward achievement            and outcomes.                                                  strategic goals.
   of school goals is
   limited to indicators
   needed to meet
   accountability
   requirements.
*For the purpose of this evaluation, School Improvement Plan and Unified Improvement Plan are synonymous.
DRAFT – Revised November 28, 2011

       Not Evident            Partially Proficient               Proficient                  Accomplished                Exemplary
c.   Leading Change: Principals collaboratively develop a vision and implementation strategies for improvements and changes which result
     in improved achievement and developmental outcomes for all students.
                                                       . . . and                     . . . and                 . . . and

 Is resistant to            Acknowledges the           Establishes clear and            Empowers and sets        Staff accepts
  change.                     importance of              effective systems and            expectations for staff   responsibility for:
                              meaningful change.         processes to:                    to:                       Leading change
Addresses school                                          Select the school’s             Lead school wide           efforts throughout the
challenges without        Provides support for              leadership team.                  planning efforts.       school.
systems or processes in     change efforts within         Provide opportunities           Anticipate, identify    Identifying research
place for:                  the school.                      for all staff to engage in        and address barriers    based instructional
 Planning.                                                  school change efforts.            to positive change.     strategies appropriate
 Prioritizing.           Coaches others in              Drive planning,                 Take action to             for addressing school
 Managing change.          leading change.                  monitoring, and                  address barriers to      and student needs.
 Monitoring                                                 resource allocation              achieving the         Implementing
     progress.                                               processes.                       school’s vision,         research based
 Addressing barriers                                     Manage change.                     mission and goals.       instructional
     to change.                                                                                                        strategies.
d. Distributive Leadership: Principals create and utilize processes to distribute leadership and decision making throughout the school.
                                                        . . . and                       . . . and               . . . and

 Staff and other            Assumes                     Staff and other                 Staff and other             Staff and other
  stakeholders have           responsibility for          stakeholders are involved       stakeholders take           stakeholders:
  little involvement in       decision making             in:                             responsibility for:          Participate in
  the school’s decision       process and the              Selecting and                  Selecting and                 meaningful leadership
  making processes.           resulting decisions.            implementing effective          implementing                activities throughout
                             Makes decisions                 improvement strategies.         effective                   the school.
 Collects input from         unilaterally when            Monitoring progress               improvement              Assume responsibility
  staff and other             necessary.                      towards the mission,            strategies.                 for making decisions
  stakeholders but does      Includes parents,               vision and goals.            Assessing and                 related to
  not use it to inform        families, and the larger     The development and               monitoring                  implementation of the
  decisions.                  school community in             implementation of the           progress towards            unified improvement
                              decision making                 school’s mission,               achieving the               plan.
                              processes.                      vision, and goals.              vision, mission,
                                                                                              and strategic
                                                                                              goals.
                                                                                           Leading planning
                                                                                               and monitoring
                                                                                               efforts
DRAFT – Revised November 28, 2011

  Examples of Artifacts That May Be Used to
                                                                                         Evidence Provided by Artifact:
               Support Rating:
 Unified Improvement Plan*
 Teacher Feedback*
 Parent Feedback
 Student Feedback
 Supervisor Feedback
 Meeting agendas, minutes, and rosters
 Quarterly Reports to SAC
 Teacher Lesson Plans
 Minutes of Planning Sessions
 Teacher Turnover Rates
 Emails and memos to staff
 Descriptions of processes and procedures
 ICAP
 Parent newsletters
 School vision, mission, and goals
 Business and/or community resource
   agreements



                   Ratings:                               NE     PP     P     A    Ex       Total      0 to 2 points      = Not Evident
       (# points per rating at this level)                (0)    (1)   (2)   (3)   (4)      Points     3 to 6 points      = Partially Proficient
a. School Vision, Mission, and Strategic Goals                                                         7 to 10 points     = Proficient
b.   School Improvement Plan                                                                           11 to 14 points    = Accomplished
c.   Leading Change                                                                                    15 to 16 points    = Exemplary
d.   Distributive Leadership
                                                                                                       Overall Rating for Standard I =
                                         Total Points                                                  _________________
Evaluator Comments:




Response of Principal/Assistant Principal Being Evaluated:




*Artifact is required for all principals and assistant principals.
DRAFT – Revised November 28, 2011

Standard II: Principals Demonstrate Instructional Leadership
      Not Evident             Partially Proficient               Proficient                 Accomplished                     Exemplary
a. Curriculum, Instruction, Learning and Assessment: Principals enable school-wide conversations about standards for curriculum,
    instruction, assessment and data on student learning based on research and best practices, and ensure that the ideas developed are
    integrated into the school’s curriculum and instructional approaches.
                                                        . . . and                   . . . and                       . . . and

Little or ineffective       Articulates the           Implements an                Establishes clear and        Staff and stakeholders:
coaching and                 required or desired       instructional approach       consistent procedures that    Initiate classroom
development to assist        school or district        that is:                     engage staff in:                 based changes based
instructional staff in:      instructional              Focused on                  Developing and                 on discussions with
 Differentiating            initiatives to staff          improving student           implementing ideas for        colleagues and results
    instruction.             and other                     performance.                improving student             of data analysis.
 Analyzing student          stakeholders.              Aligned with student          learning.                  Reflect on their
    work.                                                  performance               Using research based           performance and their
 Monitoring student        Reinforces the                standards.                  best practices.               students’ progress.
    progress.                instructional              Supported by                Collaborating on            Make corrections to
 Using data to              initiatives through           research.                   school improvement            their instructional
    redesign                 school wide                Enhanced by the use           issues.                       approaches based on
    instructional            activities and the            of appropriate            Using ideas generated          personal reflection.
    approaches.              school’s curriculum.          technologies.               during collaborative
 Identifying                                           Reflective of input           discussions to inform
    appropriate research    Supports some                 from staff with             school improvement
    based strategies.        coaching and                  expertise in content        plans.
 Applying research          development efforts           areas.
    based strategies.        to assist instructional                                Makes revisions to
 Aligning                   staff.                     Regularly evaluates         curriculum, instruction,
    instructional                                        the effectiveness of        learning and assessment
    strategies with         Uses data to                curriculum,                 approaches based on
    student performance      differentiate               instruction, and            school wide discussions
    standards.               instruction and             assessment strategies       and idea generation.
                             assessment.                 used with students.


b.   Instructional Time: Principals create processes and schedules which maximize instructional, collaborative and preparation time.
                                                      . . . and                 . . . and                       . . . and

 Allows interruptions         Limits                  Implements a master         Implements procedures      Staff members protect
  to instruction                interruptions to         schedule providing           prohibiting unnecessary    instructional time by:
  throughout the day.           instruction.             planning and                 interruptions to the          Assuring that
                                                         collaboration time for       school day.                       students stay on
 Creates unnecessary          Manages time so          all teachers.                                                  task.
  interruptions during          teaching and                                                                        Limiting transitions
  the school day.               learning are the        Quickly and                                                    that can influence
                                school’s top             efficiently resolves                                           time available.
                                priority.                issues that could
                                                         potentially disrupt the
                                                         school day.
DRAFT – Revised November 28, 2011


      Not Evident              Partially Proficient               Proficient                   Accomplished                   Exemplary
c.   Implementing High-quality Instruction: Principals support teachers through feedback and appropriate professional development in
     order to ensure that rigorous, relevant and appropriate instruction and learning experiences, aligned across P-20, are delivered to and for
     all students.
                                                         . . . and                     . . . and                     . . . and

 Provides little or no      Aligns professional        Targets professional         Staff members:                 Staff members:
  job embedded or             development                development toward            Collaboratively plan            Identify their
  standards based             offerings with the         improvement of:                  for effective                    professional
  professional                school’s most critical      Relevance of learning          instruction.                     development needs.
  development.                needs.                        experiences.               Participate in                  Plan short- and long-
                                                          Quality of classroom           professional                     term professional
 Coaching of staff is       Actively engages in           instruction.                  development activities           development
  limited to                 professional                 Ability of teachers to         designed to develop              activities to address
  addressing                 development                    meet the needs of all         and sustain their                identified needs.
  immediate issues           activities along with          students.                     leadership capacity.          Monitor their
  without respect to         staff.                       Alignment with P-20.                                            performance
  long-term goals.                                                                     Expands professional               following
                             Provides timely and         Monitors teachers’           development                        professional
                              useful feedback to           use of instructional         opportunities by                   development to
                              teachers regarding           strategies and               creating job embedded              ensure they apply
                              their performance.           approaches learned           training activities.               lessons learned.
                                                           through professional
                                                           development.

                                                        Evaluates professional
                                                            development activities
                                                            to assure that they
                                                            result in improved
                                                            instructional and
                                                            assessment practices.
d.   High Expectations for all Students: Principals hold all staff accountable for setting and achieving rigorous performance goals for all
     students, and empower staff to achieve these ambitious student outcomes.
                                                       . . . and                    . . . and                     . . . and

Student outcomes and         Communicates a              Holds staff                 Leads school efforts to       Staff members take
educator goals are:           belief in high               accountable for              set individual                 responsibility for
 Weak.                       measurable goals             achieving student            learning/growth goals          ensuring that all
 Stated and then             outcomes for                 achievement goals.           for students.                  students achieve the
   forgotten.                 students and staff.                                                                      rigorous outcomes
 Not aligned with                                        Personifies                 Assures that students,         established for them.
   district priorities.      Sets high,                   expectations for staff       meet or exceed goals.
 Not based on                measurable goals for         and other
   multiple sources of        student learning.            stakeholders by
   information.                                            conscientiously
                                                           pursuing stated goals.
DRAFT – Revised November 28, 2011


 Examples of Artifacts That May Be Used to
                                                                                         Evidence Provided by Artifact:
               Support Rating:
 Unified Improvement Plan*
 Teacher Feedback*
 Supervisor Feedback
 Parent Feedback
 Student Feedback
 Documentation of Progress Monitoring
 Master Schedule
 Student Achievement Data
 Teacher Turnover Rates




                    Ratings:                              NE     PP     P     A    Ex      Total    0 to 2 points     = Not Evident
        (# points per rating at this level)               (0)    (1)   (2)   (3)   (4)     Points   3 to 6 points     = Partially Proficient
a. Curriculum, Instruction, Learning and                                                            7 to 10 points    = Proficient
    Assessment                                                                                      11 to 14 points   = Accomplished
b. Instructional Time                                                                               15 to 16 points   = Exemplary
c. Implementing High-quality Instruction
d. High Expectations for all Students                                                               Overall Rating for Standard II =
                                       Total Points                                                 _________________
Evaluator Comments:




Response from Principal/Assistant Principal Being Evaluated:




*Artifact is required for all principals and assistant principals.
DRAFT – Revised November 28, 2011

Standard III: Principals Demonstrate School Culture and Equity Leadership
                                     Partially
        Not Evident                                                Proficient          Accomplished             Exemplary
                                     Proficient
a. Intentional and Collaborative School Culture: Principals articulate and model a clear vision of the school’s culture, and
    involve students, families and staff in creating a climate that supports it.
                                                           . . . and             . . . and               . . . and

 School culture is         Communicates to             Establishes a school  Families                   Parents and staff
  not welcoming to           families and the             culture based on       participate in a            seek opportunities
  visitors.                  community the                collaboration among    wide variety of             to collaborate on
                             importance of their          and between            meaningful                  school
Communication with           involvement in               students, parents,     activities and              improvement and
families and the             support of student           staff, and the         decision making             student learning
community is:                learning.                    community.             processes related           initiatives.
 Infrequent.                                                                    to their children’s
 Not focused on           Invites families and          Consistently           education.             Parents have a sense
   including them in the   community members into         monitors school                               of ownership
   school’s activities.    the school to participate      culture to ensure                             regarding:
                           in:                            that it is conducive                           Their children’s
                            Decision making              to student learning.                                education;
                               processes related to                                                      Increasing the
                               school operations.   Engages staff,                                           consistency and
                            Parent conferences to      parents, students,                                    intensity of their
                               set learning goals and   and others in                                         involvement in
                               monitor/support          meaningful                                            student learning
                               progress.                discussions to                                        initiatives.
                            Activities to learn        address issues                                   Inviting other
                               about how to help        before they become                                    parents to join
                               students.                challenging.                                          them in school
                                                                                                              activities.
b.   Commitment to the Whole Child: Principals value the cognitive, physical, mental, social and emotional health and growth of
     every student.
                                                   . . . and                   . . . and                 . . . and

 Does not understand       Conveys an                  Implements a              Ensures that all       Staff members
  the                        understanding of the         comprehensive              staff are well          implement an
  interconnectedness         integration of               approach to                versed in               approach to
  of students’ physical,     students’ cognitive,         learning that              identifying and         teaching that
  cognitive, social, and     physical, social and         integrates research        addressing all          addresses student
  emotional health.          emotional health.            based practices to         student needs.          needs in an
                                                          address students’                                  integrated and
                                                          cognitive, physical,      Seeks advice of         comprehensive
                                                          social and                 psychologists,          manner.
                                                          emotional health           nurses, social
                                                          and welfare.               workers, learning
                                                                                     disabilities and
                                                         Monitors and               gifted and talented
                                                          evaluates the              specialists, speech
                                                          school’s activities        and language
                                                          and initiatives to         pathologists, and
                                                          assure that all of the     other experts who
                                                          students’ needs are        can help address
                                                          addressed.                 student needs.
DRAFT – Revised November 28, 2011

                                   Partially
     Not Evident                                              Proficient              Accomplished                  Exemplary
                                   Proficient
c.   Equity Pedagogy: Principals demonstrate a commitment to a diverse population of students by creating an inclusive and
     celebratory school culture, and provide direction in meeting the needs of diverse student talents, experiences, and challenges.
                                                      . . . and                   . . . and                 . . . and

 Sets expectations       Understands the          Sets the expectation that    Staff:                    Staff and community
  that are the same        diversity of the         all students will:            Implement                initiate actions that
  for all students         school community.         Achieve one year of            culturally             encourage an inclusive
  without                                                growth for one year         responsive             climate of respect for
  recognition of          Articulates the need          of instruction.             instructional          student diversity.
  their unique             for developing            Graduate from high             approaches.
  backgrounds,             cultural                      school.                  Ensure that all        Students:
  needs, or skills.        understanding.            Be college or career           students are          Accept and respect
                                                         ready at time of high       treated with            students who are
                          Recognizes that               school graduation.          respect and             different from them.
                           diversity is an asset                                     dignity.              Expect their peers to
                           to the school.            Demonstrates an             Recognize                 value diversity.
                                                      appreciation for and           students for their
                          Provides all               sensitivity to                 unique talents and
                           students                   diversity in the               skills.
                           opportunities to           school community.
                           showcase their
                           skills and talents.       Implements
                                                      activities and
                                                      services to assist
                                                      students and families
                                                      from diverse
                                                      cultures.
DRAFT – Revised November 28, 2011

     Not Evident          Partially Proficient             Proficient               Accomplished                 Exemplary
d.   Efficacy, Empowerment and a Culture of Continuous Improvement: Principals and their leadership team foster a school
     culture that encourages continual improvement through innovation, risk-taking, and an honest assessment of outcomes.
                                                  . . . and                   . . . and                . . . and

 Uses data and         Communicates the         Models appropriate          Develops the          Activates and sustains a
  assessments            need for using data       and consistent use of        capacity of staff      school wide system for
  infrequently to        for decision making.      data to monitor              and other              monitoring and
  monitor progress.                                performance and              stakeholders to        evaluating progress
                        Student outcome           inform decision              use data for           toward achieving
 Staff and other        and assessment data       making.                      decision making.       school goals and
  stakeholders           are used for                                                                  student outcomes.
  rarely use data to     monitoring progress     Creates a culture of risk     Engages staff,
  identify needed        and decision making     taking and learning            other                 Staff and other
  improvements to                                within the school by           stakeholders, and      stakeholders
  teaching and                                   continually:                   invited experts to     recommend activities
  learning                                        Developing new               evaluate               and initiatives for
  activities.                                        initiatives and            instructional          elimination or scale
                                                     monitoring their           approaches and         back.
                                                     impact on student          progress toward
                                                     learning.                  achieving goals
                                                  Eliminating                  and outcomes.
                                                     ineffective activities
                                                     and initiatives.          Consistently and
                                                  Fostering the use of         effectively uses
                                                     data to continually        evaluation
                                                     learn about the            information to
                                                     impact of school           drive changes to
                                                     initiatives.               instructional
                                                                                approaches.
Examples of Artifacts That May Be Used to
                                                                          Evidence Provided by Artifact:
            Support Rating:
 Unified Improvement Plan*
    Teacher Feedback*
    Supervisor Feedback
    Parent Feedback
    Student Feedback
    Teacher Turnover Rates
    High School Graduation Rates
     Disaggregated by Race/Ethnicity, Gender,
     SES, and ther factors




DRAFT – Revised November 28, 2011

                  Ratings:                             NE     PP      P     A    Ex    Total    0 to 2 points     = Not Evident
      (# points per rating at this level)              (0)    (1)    (2)   (3)   (4)   Points   3 to 6 points     = Partially Proficient
a. Intentional and Collaborative School                                                         7 to 10 points    = Proficient
    Culture                                                                                     11 to 14 points   = Accomplished
b. Commitment to the Whole Child                                                                15 to 16 points   = Exemplary
c. Equity Pedagogy
d. Efficacy, Empowerment and a Culture of                                                       Overall Rating for Standard III =
    Continuous Improvement                                                                      __________________
                                   Total Points
Evaluator Comments:




Response from Principal/Assistant Principal Being Evaluated:




*Artifact is required for all principals and assistant principals.
DRAFT – Revised November 28, 2011

Standard IV: Principals Demonstrate Human Resource Leadership
     Not Evident               Partially Proficient               Proficient                 Accomplished                   Exemplary
a. Professional Development/Learning Communities: Principals ensure that the school is a professional learning community that
    provides opportunities for collaboration, fosters teacher learning and develops teacher leaders in a manner that is consistent with local
    structures, contracts, policies and strategic plans.
                                                         . . . and                    . . . and                   . . . and

Professional               Provides professional          Demonstrates a               Assures that              Staff take responsibility for
development is:            development that is:            commitment to                 professional              their own learning by:
 Of poor quality.          Job embedded.                 professional                  development                Participating in
 Not tailored to meet      Research based.               development by                offerings enhance             professional learning
   staff needs.             Designed to meet              participating in              staff performance.            communities.
 Not focused on              student learning             professional                                             Assuming leadership
   student learning.          needs.                       development that is         Engages staff in:               roles within professional
 Not research based.       Aligned with the              aligned with his or          Reflection on                 learning communities.
 Not job embedded.           school improvement           her professional               personal                  Collaborating with
                              plan.                        needs.                         performance.                 colleagues to identify
                                                                                        Identifying                   solutions to difficult
                                                          Coaches staff to               professional                 problems.
                                                           assume leadership              development needs         Anticipating and
                                                           roles within the               based on personnel           identifying their
                                                           school.                        and program                  professional development
                                                                                          evaluation results.          needs.
                                                          Provides                     Selecting most
                                                           opportunities for              appropriate methods
                                                           staff to use                   for obtaining such
                                                           leadership skills.             instruction.

b.   Recruiting, Hiring, Placing, Mentoring, and Dismissal of Staff: Principals establish and effectively manage processes and systems
     that ensure a high-quality, high-performing staff, including an overall count and percentage of effective teachers that reflects the school’s
     improvement priorities.
                                                           . . . and                    . . . and                    . . . and

 Makes personnel           Adheres to district and        Fosters positive            Places staff where           Places personnel in
  decisions and              state policies and              professional                 they are needed most          positions to ensure
  activities such as         procedures related to           relationships with           to address student            that all students have
  recruiting, hiring,        personnel activities.           staff.                       learning needs.               equal access to highly
  assigning,                                                                                                            effective teachers.
  evaluating and            Makes personnel                Takes steps to address      Recruits staff
  dismissing staff           assignments within the          low performing               members with the             Ensures that all
  without                    parameters of district          teachers in ways that        best qualifications to        personnel decisions
  consideration of           policy.                         will improve their           address needs of              support student
  strategic goals and                                        performance.                 students.                     learning.
  student outcomes.         Provides support for
                             new teachers and staff         Dismisses or does not                                     Focuses mentoring
                             members to help ensure          rehire teachers when                                       and coaching efforts
                             their success.                  necessary.                                                 on teachers in most
                                                                                                                        need of support and
                                                                                                                        advice.
DRAFT – Revised November 28, 2011

                              Partially
     Not Evident                                             Proficient                   Accomplished                  Exemplary
                             Proficient
c.    Teacher and staff evaluation: Principals evaluate staff performance using the district’s educator evaluation system in order to
      ensure that teachers and staff are evaluated in a fair and equitable manner with a focus on improving performance and, thus, student
      achievement.
                                                 . . . and                          . . .and                  . . . and

 Allows lapses         Conducts staff            Provides on-going coaching        Develops the             Staff hold themselves
  in evaluation         evaluation                 for staff who have                 capacity of staff to      accountable for following
  and observation       activities:                performance in need of             reflect on their own      the district’s evaluation
  system.                In line with             improvement.                       practice for the          process.
                            district policies.                                        purpose of
 Follow-up on           On time.                                                    improving                Staff reflect on personnel
  evaluation             Using multiple                                              performance.              evaluation results and take
  process is                measures.                                                                           responsibility for
  inconsistent and                                                                   Holds all staff           improving performance
  infrequent.         Uses evaluation                                                members                   over time.
                         results to                                                   accountable for
                         identify                                                     student outcomes
                         professional                                                 and school goals.
                         development
                         and growth
                         needs of
                         teachers and
                         staff.
  Examples of Artifacts That May Be
                                                                               Evidence Provided by Artifact:
       Used to Support Rating:
 Unified Improvement Plan*
 Number and Percent of Ineffective,
   Effective, and Highly Effective
   Teachers*
 Teacher Feedback*
 Supervisor Feedback
 Parent Feedback
 Student Feedback
 Personnel Evaluation Records
 Teacher Turnover Rates
 Professional Development Plan for
   the School
 Agendas and Rosters for Professional
   Development Offerings
 Agendas and Rosters for Professional
   Learning Community Meetings




               Ratings:                          NE    PP     P     A    Ex    Total    0 to 1 points     = Not Evident
   (# points per rating at this level)           (0)   (1)   (2)   (3)   (4)   Points   2 to 4 points     = Partially Proficient
a. Professional Development/Learning                                                    5 to 7 points     = Proficient
   Communities                                                                          8 to 10 points    = Accomplished
b. Recruiting, Hiring, Placing,                                                         11 to 12 points   = Exemplary
   Mentoring, and Dismissal of Staff
c. Teacher and staff evaluation                                                         Overall Rating for Standard IV =
                             Total Points                                               ___________________
DRAFT – Revised November 28, 2011

Evaluator Comments:




Response from Principal/Assistant Principal Being Evaluated:




*Artifact is required for all principals and assistant principals.
DRAFT – Revised November 28, 2011

Standard V: Principals Demonstrate Managerial Leadership
      Not Evident                        Partially                Proficient              Accomplished                  Exemplary
                                         Proficient
a. School Resources and Budget: Principals establish systems for marshaling all available school resources to facilitate the work that
    needs to be done to improve student learning, achievement and healthy development for all students.
                                                        . . . and                  . . . and                   . . . and

 Does not follow           School resources are:        Manages and monitors  Develops external               Prioritizes school
  standard accounting        Focused on teaching         fiscal, physical, and   partnerships that               budget to ensure
  procedures in                and learning.              personnel resources     support teaching and            sustained support for
  managing the school’s      Allocated according         efficiently and         learning.                       worthwhile
  budget.                      to priority needs.         effectively.                                            instructional activities,
                             Allocated in ways                                  Leverages resources             professional
 Manages school’s             that support the          Creates management      to fully fund                   development, and
  budget without respect       attainment of              structures to support   instructional                   other school-based
  to district guidelines.      strategic goals and        the alignment of        initiatives necessary           improvement
                               student outcomes.          resource use with       to achieve school               strategies over time.
 Uses discretionary                                      school goals and        goals and student
  funds for activities                                    student outcomes.       outcomes.
  other than support for
  teaching and learning.                                Commits time and fiscal
                                                        resources to:
 Management                                             Continuous school
   structures to align                                      improvement.
   resource use with                                     Professional
   student and staff needs                                  development.
   are not in place.
b. Conflict Management and Resolution: Principals effectively and efficiently manage the complexity of human interactions and
    relationships, including those among and between parents/guardians, students and staff.
                                                       . . . and                   . . . and              . . . and

 Limits involvement         Interacts with         Resolves issues as     Coaches students and         Staff and students accept
  in relationship             students, staff and     they arise to prevent   staff and other              responsibility for their
  building and conflict       other stakeholders on   potential problems.     stakeholders to              own relationships by:
  management to               an as needed basis in                           manage conflict and           Anticipating problems
  defusing tense or           order to defuse        Models fairness and     build relationships.             and adjusting
  problematic                 potentially stressful   consistency when                                         behaviors to avoid
  situations.                 situations.             dealing with students  Empowers students,               negative situations.
                                                      and staff.              staff, and others to          Engaging parents,
                                                                              engage each other in             students, and
                                                                              relationship building            colleagues in
                                                                              activities designed to           discussions designed
                                                                              avoid conflict and               to build positive
                                                                              maintain a positive              relationships.
                                                                              school culture.               Defining operational
                                                                                                               norms and adhering to
                                                                                   Establishes counseling     them in their
                                                                                    interventions.             professional learning
                                                                                                               communities.
DRAFT – Revised November 28, 2011


      Not Evident               Partially Proficient             Proficient                    Accomplished                  Exemplary
c.   Systematic Communication: Principals facilitate the design and utilization of various forms of formal and informal communication
     with all school stakeholders.
                                                       . . . and                     . . . and                     . . . and

 Communications with        Communications with        Communicates with          Promotes frequent and         Develops effective
  students, parents and       students, staff, and        students, staff, parents   meaningful                     strategies to sustain
  the community are           the community are           and other stakeholders     communication among            positive meaningful
  infrequent.                 focused on immediate        frequently.                students, staff, and the       communications
                              activities or problems.                                community by:                  with parents,
 Responses to contact                                   Responds                       Creating                  students, and the
  from parents and           Responses to contact        meaningfully and                 opportunities for        community.
  community members           from parents and            promptly to contact              discussions
  are neither timely nor      community members           from families and              Using existing
  meaningful.                 address specific needs      community members.               communication
                              or issues.                                                   structures such as
                                                         Offers a variety of              newsletters and
                             Prioritizes                 venues for                       blogs.
                              communication as a          communication.
                              high need area for the
                              school.                    Invites parents and the
                                                          community to lead
                             Invites parents and         communication
                              the community to            activities.
                              share ideas and
                              concerns.

d.   School-wide Expectations for Students and Staff: Principals understand the importance of clear expectations, structures, rules and
     procedures for students and staff.
                                                      . . . and                   . . . and                       . . . and

 School rules and           School rules and           Establishes and             Engages students and        Staff:
  procedures are not in       procedures include          clearly articulates high     staff members in             Monitor their own
  evidence.                   primarily those             expectations for all         developing                      performance.
                              required by district        students and staff.          expectations for             Strive to achieve
 Expectations for            administration.                                          learning and improved           high school-wide
  students and staff are                                 Creates and revises          performance.                    expectations.
  unclear.                   Communicates                rules and procedures
                              expectations for            to maintain a safe and      Encourages students         Students:
                              students and staff.         positive school culture      and staff to reach           Monitor their
                                                          conducive to student         higher levels of               performance.
                             Enforces rules and          learning.                    performance.                 Strive to achieve
                              procedures for                                                                          expectations set by
                              students and staff.        Demonstrates values,        Monitors progress              their teachers,
                                                          beliefs and attitudes        toward achieving               parents and
                             Routinely reviews           that inspire students        expectations.                  themselves.
                              and revises rules and       and staff to higher
                              procedures to assure        levels of performance.
                              their continued
                              relevance and utility.
DRAFT – Revised November 28, 2011

     Not Evident           Partially Proficient              Proficient                    Accomplished                 Exemplary
e.    Supporting Policies and Agreements: Principals familiarize themselves with state and federal laws, and districts and board policies,
     including negotiated agreements, and establish processes to ensure they are consistently met.
                                                   . . . and                        . . . and                . . . and

 Does not comply         Understands and          Efficiently and                 Conscientiously and       Expands his/her sphere
  with all policies        complies with             effectively manages              routinely studies          of influence to provide
  and negotiated           district and board        school or district               changes to laws and        meaningful and timely
  agreements.              policies and state        contractual arrangements.        policies to maintain       input into the
                           and federal laws.                                          the school’s               development of district
 Is familiar with                                  Establishes procedures to        compliance.                and board policy.
  state and federal      Inquires about             protect the confidentiality
  laws and district         policies/laws prior      of staff and student
  and state policies.       to making                information.
                            decisions.
 Examples of Artifacts That May Be Used to
                                                                                 Evidence Provided by Artifact:
              Support Rating:
 Unified Improvement Plan*
 Teacher Feedback*
 # and % of Highly Effective, Effective,
    and Ineffective Teachers
 Parent Feedback
 Student Feedback
 School Handbook
 School Policies and Procedures Manual
 Emails to staff, parents, students, and the
    community
 Minutes of Parent and Community
    Meetings
 Rosters of Meeting Attendees
 Faculty Meeting Minutes
 School Budget
 Discipline Referrals
 Communication logs
 Teacher Turnover Rate




                  Ratings:                         NE    PP     P     A    Ex    Total    0 to 3 points      = Not Evident
      (# points per rating at this level)          (0)   (1)   (2)   (3)   (4)   Points   4 to 8 points      = Partially Proficient
a. School Resources and Budget                                                            9 to 13 points     = Proficient
b. Conflict Management and Resolution                                                     14 to 17 points    = Accomplished
c. Systematic Communication                                                               18 to 20 points    = Exemplary
d. School-wide Expectations for Students and
    Staff                                                                                 Overall Rating for Standard V =
e. Supporting Policies and Agreements                                                     _____________________
                                   Total Points
DRAFT – Revised November 28, 2011


Evaluator Comments:




Response of Principal/Assistant Principal Being Evaluated:




*Artifact is required for all principals and assistant principals.
DRAFT – Revised November 28, 2011

Standard VI: Principals Demonstrate External Development Leadership
     Not Evident           Partially Proficient               Proficient          Accomplished                  Exemplary
a. Family and Community Involvement and Outreach: Principals design structures and processes which result in family and
    community engagement, support and ownership of the school.
                                                    . . . and              . . . and                   . . . and

 Does not reach out        Conducts community          Encourages families and       Establishes systems         Ensures that families
  to the community to        outreach activities.        community members to           that support family          and community
  become involved in                                     become engaged in              and community                members hold
  school activities.        Families participate         Student learning             involvement for the          responsible and
                             in parent/teacher              initiatives.                benefit of student           meaningful positions
 School culture does        conferences and other        School decision              learning.                    on decision making
  not welcome parents        activities specifically        making processes.                                        committees and task
  and community              focused on their                                          Maximizes the use of         forces.
  members as visitors        children.                    Models expectations          community resources
  to the school or                                         by inviting parents          and agencies to             Sustains meaningful
  individual                                               and community                provide health, social,      parent and community
  classrooms.                                              members to serve on          and other services to        involvement through
                                                           decision making              students and families.       implementation of
                                                           committees.                                               strategies designed to
                                                                                                                     sustain their
                                                                                                                     involvement.

b.   Professional Leadership Responsibilities: Principals strive to improve the profession by collaborating with their colleagues, district
     leadership and other stakeholders to drive the development and successful implementation of initiatives that better serve students,
     teachers and schools at all levels of the education system.
                                                           . . . and                 . . . and                      . . . and

 Understands the need        Interacts with             Understands the             Maximizes the               Leverages
  for strong community         community agencies          network of agencies          impact of                    relationships with
  and organizational           and key                     that provide health,         community, district,         external agencies,
  relationships.               stakeholders.               social, and other            state and national           organizations, and
                                                           services to families.        relationships to             partners in ways that
                              Adheres to all local,                                    benefit the school.          enable him/her to
                               state, and federal         Establishes and                                           influence district, state
                               laws, policies, and         maintains strong                                          and federal policies
                               regulations.                positive relationships                                    and laws for the
                                                           with key community                                        benefit of teaching and
                                                           stakeholders and                                          learning.
                                                           external agencies.
                                                                                                                    Staff and parents
                                                          Assures that all school                                   provide
                                                           activities meet all                                       support/feedback to
                                                           applicable rules,                                         enhance the
                                                           regulations, policies                                     opportunities for all
                                                           and laws.                                                 students to be
                                                                                                                     successful and
                                                                                                                     workforce ready.
DRAFT – Revised November 28, 2011

      Not Evident           Partially Proficient              Proficient               Accomplished                  Exemplary
c.   Advocacy for the School: Principals develop systems and relationships to leverage the district and community resources
     available to them both within and outside of the school in order to maximize the school’s ability to serve the best interest of
     students and families.
                                                     . . . and                  . . . and                    . . . and

 Community                 Solicits                    Recognizes that             Advocates                  Expands personal
  members and key            community input              diversity is an asset        throughout the              reach and sphere of
  stakeholders are not       and occasionally             to the school                school community            influence throughout
  meaningfully               uses the input to            community.                   for activities and          the district and
  engaged in the             inform decisions.                                         initiatives that            beyond in order to
  school’s activities.                                   Identifies and               support teaching            maximize support
                            Involves                     engages key                  and learning.               for school activities
 Has a superficial          community                    community                                                and initiatives and
  understanding of           stakeholders in the          stakeholders.               Engages health,             activities.
  the community and          school’s activities.                                      social, and other
  issues it is facing.                                   Understands                  services to meet the       Activates initiatives
                                                          community values,            needs of students           to bring the
                                                          interests, and needs.        and families.               community into the
                                                                                                                   school facility to
                                                                                      Maintains strong            better understand its
                                                                                       relationships with          initiatives, culture,
                                                                                       all key community           and needs.
                                                                                       stakeholders.
Examples of Artifacts That May Be Used
                                                                              Evidence Provided by Artifact:
           to Support Rating:
 Unified Improvement Plan
 Number and Percent of Highly
   Effective, Effective, and Ineffective
   Teachers
 Teacher Feedback
 Supervisor Feedback
 Parent Feedback
 Student Feedback
 Community Feedback
 Teacher Turnover Rate




                                                                                      Total    0 to 1 points        = Not Evident
                  Ratings:                        NE       PP      P     A     Ex
                                                                                      Point    2 to 4 points        = Partially Proficient
      (# points per rating at this level)         (0)      (1)    (2)   (3)    (4)
                                                                                      s        5 to 7 points        = Proficient
a.   Family and Community Involvement                                                          8 to 10 points       = Accomplished
     and Outreach                                                                              11 to 12 points      = Exemplary
b.   Professional Leadership Responsibilities
c.   Advocacy for the School                                                                   Overall Rating for Standard VI =
                                                                                               ___________________
                                 Total Points
Evaluator Comments:
DRAFT – Revised November 28, 2011

Response of Principal/Assistant Principal Being Evaluated:




*Artifact is required for all principals and assistant principals.

								
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