Docstoc

Sample Application Letter from a Hrm Graduate

Document Sample
Sample Application Letter from a Hrm Graduate Powered By Docstoc
					HUMAN RESOURCES
 MANAGEMENT AND
DEVELOPMENT PLAN




 ORANGE COUNTY PUBLIC SCHOOLS

       ORLANDO, FLORIDA

           June, 2008
Orange County Public Schools




 Orange County School Board

   Karen Ardaman, Chairman
           District 4

   Joie Cadle, Vice Chairman
           District 1

    M. Daryl Flynn – District 2
 Judge “Rick” Roach – District 3
Kathleen “Kat” Gordon – District 5
     Anne Geiger – District 6
      Jim Martin – District 7


        Ronald Blocker
  Superintendent of Schools
                                      TABLE OF CONTENTS


Introduction                                               1


OCPS Mission, Vision, and Goals                            2


Part I – Administrative School-Based Selection Process     3

      Assistant Principal Pool Process                     3

      Assistant Principal Positions                        6

      Selection of Assistant Principals                    7

      Assistant Principal Selection                        8

      Assistant Director                                   9

      Principal Pool Process                              10

      Interim Principal                                   11

      Principal Pool Procedures                           12

      Principal Positions                                 13

      Principal Selection                                 14

      Selection of Principals                             15

      Selection of Director Vocational Technical Pool     16

      Appendix                                            17


Part II – Preparing New Principals Program                29

      Preparing New Principals Program Information        30

      Description of Program Components                   32

      Program Descriptors and Responsibilities            34

      Program Assessment and Feedback                     39

      Program Evaluation                                  40

      Appendices                                          41
Part III – Leadership Development                                                     42

      Orange County Public Schools Leadership Academy                                 47
      Florida Leadership Standards


Part IV – Administrative/Technical Salary Schedule Compensation Plan                  51

      General Procedures and Guidelines                                               52

      Administrative/Technical Salary Schedule                                        54


Part V – Administrative/Technical Accountability and
       Performance Appraisal System Handbook                                          58

      Introduction                                                                    60

      Philosophy                                                                      60

      Job Description Guidelines                                                      61

      Performance Appraisal                                                           62

      Administrative Feedback Survey Guidelines                                       67

      Job Descriptions (samples)                                                      69

      Job Description School Principal (sample)                                       70

      Job Description School Assistant Principal (sample)                             73

      Job Description Senior Director Compensation Services (sample)                  77

      Performance Appraisal Instrument                                                80

      Performance Appraisal Instrument School Principal (sample)                      81

      Performance Appraisal Instrument Assistant School Principal (sample)            97

      Performance Appraisal Instrument Senior Director Compensation Services (sample) 113

      Leadership Appraisal Matrix Principals                                         121
                                   Introduction


The Human Resources Management Development Plan (HRMD) describes the
Orange County Public School’s procedures relating to Screening, Selection and
Appointment Systems for Principals and Assistant Principals; Programs for
Leadership   Development     and    Preparing     New   Principals;   Administrative
Compensation; and Performance Appraisal System. The ultimate goals of the
HRMD plan are to select, develop, recommend for certification, and appraise
administrator performance to ensure the best-prepared educational leaders to
lead Orange County Public Schools into the future.


The Superintendent and School Board of Orange County recognize that quality
education in the school district requires excellence in its principals, assistant
principals and other educational administrators. Efficient and effective leadership
of schools, to meet the needs of students in today’s society, requires a unique
blend of skills, experience, and academic background which are rarely provided
by typical baccalaureate or graduate programs in education. The purpose of the
above-mentioned documentation is to provide for a district support system for
excellence in school-based and district administrators. This support system shall
include the identification of those leadership standards required by the state of
Florida that are basic to effective leadership and management of schools. It shall
also include a performance-based management training program, a program of
competency-based certification for school leaders, and performance-based
evaluation and compensation program for educational leaders.            It is further
intended that the HRMD plan provide for career development, on-going
professional development and skills enhancement for present and potential
administrators.




                                        1
                 ORANGE COUNTY PUBLIC SCHOOLS
                       MEANS SUCCESS!



                               VISION

    To be the top producer of successful students in the nation


         ORANGE COUNTY PUBLIC SCHOOLS MISSION

To lead our students to success with the support and involvement of
                    families and the community




                             OCPS GOALS

    • Intense Focus on Student Achievement

    • High-performing and Dedicated Team

    • Safe Learning and Working Environment

    • Efficient Operations

    • Sustained Community Engagement




                                  2
                          ASSISTANT PRINCIPAL POOL PROCESS


ADVERTISEMENT OF POOL OPPORTUNITIES

Information about the pool is available at all times on the Internet for candidates to apply.
Minimum qualifications are identified on the site.


APPLICATION PROCESS

Applicants for the assistant principal pool are asked to electronically apply and submit:

       1)   A letter of interest for admission to the pool
       2)   A resumé
       3)   Pool Admission Portfolio
       4)   All appropriate certification documents
       5)   One (1) recommendation form (must be completed by the current supervisor)
       6)   Copies of last three (3) years of reviews or assessments (to demonstrate successful
            teaching or administrative experience)
       7)   Employment application if not currently employed with Orange County Public
            Schools
       8)   Background screening documents

See Appendix A for Sample Application Packet.


SCREENING PROCESS

A screening committee will be comprised of three (3) administrators; one individual is a
representative of Employment Services and two others who are familiar with the requirements of
the position.

The screening committee is responsible for reviewing the employment application and all
portfolio documents of each applicant to determine the qualifications of the applicant with regard
to training, education, certification and experience.

PERFORMANCE SAMPLING

Initial performance sampling of candidates shall be accomplished by the use of an on-line
Ventures for Excellence Principal Style Profile screening instrument. Candidates who are not
currently an assistant principal will also be required to take an In-Basket exercise. The In-
Basket will be conducted numerous times during the year.

Candidates will receive an invitation via email to attend an online In-Basket exercise. The In-
Basket consists of two parts -- a multiple choice section and a written exercise. The multiple
choice questions relate specifically to the In-Basket materials and are designed for the
candidate to explain actions regarding the In-Basket items. The written exercise is evaluated by
consultants, using the criteria developed for Employment Services. Two separate scores for the
written exercise are generated by the assessors. The first score is based on spelling, grammar,


                                                 3
and punctuation of the exercise. The second score takes into account content, clarity and
organization of the information presented.


Those candidates who are currently an assistant principal in another district will be evaluated on
everything except for In-Basket Exercise.

Individuals not made eligible to continue in the process may seek readmission to the assistant
principal pool in one year and must repeat all steps identified.

Candidates eligible to continue in the pool process will receive a face-to-face interview with a
certified Ventures for Excellence interviewer. This interview is the Ventures for Excellence
Administrator 30-item Interview.

The candidate’s entire application packet, In-Basket results, and Ventures for Excellence
interview results will be evaluated for the candidate’s placement in the pool.

Individuals deemed not eligible will be able to take this interview again in two (2) years.
Individuals seeking re-admission will need to complete portions of the initial application process
as well as the Administrator Interview. See Appendix B

Career counseling, feedback and professional development opportunities are provided by the
the Senior Director of Employment Services and the Senior Director Professional Development
Services to any candidate upon request. These individuals are trained in human resource
management techniques such as assessing leadership potential and recommending
professional development activities that assist with professional growth.




CANDIDATE POOL FOR ASSISTANT PRINCIPAL OPPORTUNITIES

Only those candidates admitted to the Pool are eligible for consideration for assistant principal
opportunities. These individuals are notified of all vacancy announcements via email.




                                                4
                             ASSISTANT PRINCIPAL POOL



                                      Recruiting of Potential
                                           Candidates
                                           (On-going)
                                      Leadership Orientation
                                       Session(s) Training
                                        Top 12 Programs


                                 On-Line Submission of Candidate
                                      Application Documents
                                 (Must Meet Minimum Requirements)

  Background Check

 • Calls to supervisor(s),             Applicant Screening
   et al.
 • Employee Relations               • Application/Portfolio
 • Attendance                       • Background Check
 • Verification of                  • References
   Application
   Information/Entries                Performance Sampling
                                    • Ventures for Excellence
                                      Principal Style Profile (on-
     Ineligible                       line)
May Reapply in 1 Year               • In-Basket Exercise



                                              Eligible




      Ineligible                      Ventures 30-Question
May Reapply in 2 Years               Administrative Interview



                                   Selection for Candidate Pool
                                       Notified of Vacancy
                                         Announcements


                                      May attend Leadership
                                      Development Training
                                          Opportunities



                                             5
                             ASSISTANT PRINCIPAL POSITIONS


ADVERTISEMENT OF OPENING(S)

Assistant principal vacancies shall be advertised by Employment Services staff. The
advertisement for assistant principal shall occur upon notification of a vacancy. The vacancy
announcement shall set forth a job description and the qualifications for the position, including
duties, salary range and a time frame for submitting interest in the position. See Appendix C.
The vacancy shall be advertised for a minimum of five (5) to a maximum of ten (10) working
days. Vacancy announcements are posted on the Internet and emailed to a list of OCPS district
administrators, principals, assistant principals, and candidate pool members. It shall be the
prerogative of the superintendent to transfer from within the administrative team at any time
during the selection process.

APPLICATION PROCESS

Applicants for advertised assistant principal vacancies, who are members of the district’s
Assistant Principal Candidate Pool or currently an OCPS Assistant Principal, are asked to
express their interest by going to a secure website at www.ocps.net/employ/vaclist.php and
entering a User ID for a specific vacancy. At the close of the advertisement, a list is generated
of eligible candidates and forwarded to the appropriate area superintendent and respective
principal for review.

DATA ANALYSIS AND SELECTION FOR ASSISTANT PRINCIPAL POSITION

A selection committee is assembled. The committee matches candidates to data integration
and site analysis. Interviews are conducted by the principal, area superintendent (or designee),
and other members of the community. Questions developed for this interview process are job
related and are designed to determine the predictability of the candidate’s performance in
specific job-related functions. The same questions are asked of each candidate, and each
candidate is allocated the same amount of time for the interview. When possible, the committee
makes recommendations for placement that reflect the diversity of the school district.
Recommendations of up to three (3) candidates are submitted to the superintendent for final
consideration. The superintendent makes the final selection(s) of those to be recommended to
the school board for appointment to the vacant assistant principal position(s).

FPMS (FLORIDA PERFORMANCE MEASUREMENT SYSTEM) REQUIRED TO CONDUCT
TEACHER EVALUATIONS:

       ♦ Current OCPS employees who are members of the assistant principal candidate pool
         must complete a two (2) day FPMS Formative training session and successfully pass
         the cognitive portion of the test prior to attending the three (3) day FPMS Summative
         training session required to obtain observer certification.
       ♦ Out-of-state members of the assistant principal candidate pool may be hired in
         administrative positions in the district prior to the completion of the FPMS observer
         certification training. However, if hired, the employee has 60 days to complete the
         FPMS Formative and Summative training sessions. Failure to do so may result in
         dismissal from the administrative position.



                                               6
                   SELECTION OF ASSISTANT PRINCIPALS


                                                              PERSON(S)           TIMELINE
  SELECTION PROCESS ACTIVITIES/EVENTS                        RESPONSIBLE           (DAYS)
*Vacant positions advertised to current assistant            Employment              (0)
principals, incumbent principals, and members of the         Services
OCPS Assistant Principal Candidate Pool.


Current assistant principals and members of the OCPS         Applicant
Assistant Principal Candidate Pool express interest in
vacant positions.                                                                   (10)

Eligible applicant list generated                            Employment             (11)
                                                             Services

Data integration and analysis by selection committee
comprised of area superintendent and principal
    • Matching candidate to school                           Area
       • Assistant principal candidates' files are           Superintendent
         selected by the principal (the area                 (or designee) and
         superintendent and principal review files)          Principal
       • Candidate profile analysis (i.e., pool entry data
         reviewed)
       • Interviews of candidates - interview committee      Principal and Area
         is comprised of multiple stakeholders such as       Superintendent
         administrators, teachers, parents, students and
         other members of the school community
                                                             Principal
                                                             Area
    •   Recommendation(s) to area superintendent             Superintendent
    •   Recommendation(s) to superintendent (The
        superintendent receives the names of up to three
        (3) candidates for final consideration)                                     (18)

Superintendent recommends appointment to School              Superintendent         (19)
Board

School Board action                                          School Board           (28)

  *It shall be the prerogative of the superintendent to transfer from within the OCPS
  administrative team at any time during the selection process.




                                               7
                        ASSISTANT PRINCIPAL SELECTION

                                      Advertising of
                               Assistant Principal Positions




                                  Candidates apply for
                               Assistant Principal Positions




                                      Screening from
                                  Eligible Candidate List




                                   Selection Committee
                              • Matching of Person with
                                School
                              • Candidate Profile Analysis
                              • Interviews Conducted
                              • Preparation of Finalist(s)List
                                for Submission to the Area
                                Superintendent


                                 Area Superintendent’s
   Notification of
                               Recommendation of up to
Non-selection by Area
                                     3 Appropriate
 Superintendent or
                              Candidates to Superintendent
     designee



                              Superintendent’s Notification
                               of Nomination to Position



                              School Board Appointment of
                                 the Assistant Principal



                                 Assistant Principal to
                                Complete PNPP Program



                                           8
                 ASSISTANT DIRECTOR VOCATIONAL/TECHNICAL POOL


All processes identified in the Assistant Principal Pool process will be used for candidates
interested in consideration for the Assistant Director Vocational/Technical pool. All candidates
must have appropriate certification as Local (Vocational) Director and three (3) years of
successful teaching experience in a vocational certified program area.




                                               9
                                  PRINCIPAL POOL PROCESS


POOL MEMBERSHIP CRITERIA (OCPS employees currently assistant principals)

Individuals who have successfully completed the district’s Preparing New Principals Program
(PNPP) become members of the district’s Principal Pool. Graduates of the Preparing New
Principals Program are informed in writing of their Principal Pool status and are also advised
that they remain in the Principal Pool until a principal position is obtained or request is made to
be removed.

Individuals seeking readmission to the Principal Pool must demonstrate competence to perform
at an acceptable level relative to the performance dimensions identified for OCPS principals.

POOL MEMBERSHIP CRITERIA (Other Florida District candidates and out of state candidates)

Individuals who have been Florida school district principals for one (1) or more years and who
hold Florida State school principal certification may apply for pool membership. The information
to apply for the pool is available at all times on the Internet to allow for statewide and national
exposure. Wider advertisement in education periodicals may be deemed necessary by
Employment Services staff at any time.

Out of district applicants who have one (1) or more years of principal experience will be asked to
submit a letter of interest, resume, all appropriate certification documents, employment
application, an employee relations/investigative form, and an attendance records form. The
online Ventures for Excellence Principal Style Profile will also be required.        Trained district
staff will pre-screen and assess candidates’ complete packet including results from the Profile.
Individuals with strong talent will be interviewed by certified interviewers using the Ventures for
Excellence Administrator Interview instrument.

A screening committee will be formed by the Senior Director of Employment Services. The
committee will be comprised of three (3) administrators, one who is a representative of
Employment Services and two others who are familiar with the requirements of the position
concerned.

The screening committee is responsible for reviewing the application and portfolio of each
applicant to determine the qualifications of the applicant with regard to training, education and
experience. A background check will be conducted. Examples of background check activities
may include involving the applicant’s supervisor(s), employee relations/investigative records,
attendance records and a verification of correct application information. Verification forms of
work performance and attendance records are sent to the district of the out-of-state candidates'
last/recent employer.

Both eligible and ineligible applicants are informed in writing of their pool status. Individuals
successfully placed in the pool will remain until a position is obtained or a written request is
made for removal. See Appendix B.




                                                 10
Interim Principal

For any principal or candidate with principal experience from out of state seeking to apply for the
principal pool, the following guidelines will be applied:

A committee will be assembled to evaluate candidates being considered for Interim Principal.
The committee will be comprised of the Senior Director of Professional Development Services,
the Senior Director of Employment Services, and the Area Superintendents (or designee).
Candidates eligible for consideration will be further assessed based on leadership standards
(including the demonstration of each standard and data of results) and leadership training. If
the candidate is eligible based on this documentation, the Superintendent may sign off on the
program to allow the candidate to apply for principal certification from the state. If the candidate
does not have sufficient documentation, the candidate may be appointed as an interim principal
with the understanding that he/she must complete all documentation and/or training within one
calendar year of the appointment date. Failure to do so would result in dismissal from the
principal position.

For any Assistant Principal within or out of state who has attended a Preparing New Principals
Program but does not have Florida Principal Certification, the following guidelines will be
applied:

Documentation of the Leadership Standards (including demonstration of standard and data
results) and documentation of leadership training should be provided to Professional
Development Services for review and comparison to the district’s program. Requirements that
have been satisfied can be applied to the district’s PNPP requirements; thus resulting in a
modified PNPP program.




                                                11
          PRINCIPAL POOL
           PROCEDURES


Individuals Successfully Completing the OCPS
  Preparing New Principals Program and have
 met certification requirements are Placed into
                the Principal Pool
          (OCPS Assistant Principals)




Non-OCPS Candidates Who Meet the Placement
  Criteria are Placed into the Principal Pool




 Principal Pool Members Are Informed of Their
                 Pool Status




Those Exiting the Principal Pool Who Desire to
    Reenter May Apply to Be Readmitted




 Pool Members Receive Vacancy Notification



     Candidates for Re-admission to the
                Principal Pool
Participate in Entire Pool Admission Process




                     12
                                    PRINCIPAL POSITIONS


ADVERTISEMENT OF OPENING(S)

Principal vacancies shall be advertised by Employment Services staff. The advertisement for
principal shall occur upon notification of a vacancy. The vacancy announcement shall set forth
a job description and the qualifications for the position, including duties, salary range and a time
frame for submitting the application. See Appendix D. The vacancy shall be advertised for a
minimum of five (5) and a maximum of ten (10 working days). Vacancy announcements are
posted on the internet and emailed to all current principal and pool members. It shall be the
prerogative of the superintendent to transfer from within the administrative team at any time.


APPLICATION PROCESS

Applicants for advertised principal vacancies, who were members of the district’s Principal Pool
or current OCPS principals, are asked to express their interest by going to a secure website at
www.ocps.net/employ/vaclist.php and entering a UserID for a specific vacancy. The
superintendent may encourage qualified individuals who have professional competencies and
attributes that match the needs of a specific school site to apply for an advertised principal
vacancy.


DATA ANALYSIS AND SELECTION FOR PRINCIPAL POSITION

A list of the eligible candidates to fill the vacant principal position(s) is prepared and forwarded
to the area superintendent for review. A selection committee is assembled and performance
sampling interviews are conducted. The site analysis data associated with the principal
vacancy(ies) is reviewed by the committee. Questions developed for this interview process are
job related and are designed to determine the predictability of the candidate’s performance in
specific job-related functions. The same questions are asked of each candidate, and each
candidate is allocated the same amount of time for the interview. The committee then reviews
the principal candidates’ application documents and profile analysis date relative to the site
analysis data seeking the most appropriate applicant-site match(es).

A final recommendation of at least two (2) names is submitted to the superintendent for final
consideration. When possible, the committee makes recommendations for placement that
reflect the diversity of the school district. The superintendent makes the final selection(s) of
those to be recommended to the school board for appointment to the vacant principal
position(s). Individuals appointed as principals shall meet all of the technical requirements for
the Florida Educator’s Certificate “principal” coverage or be designated as an interim principal
for a maximum of 12 months. An interim principal receives written notification from Professional
Development Services regarding the one-year requirements.




                                                13
                        PRINCIPAL SELECTION

                             Advertisement of
                            Principal Positions




                           Candidates Apply for
                            Principal Positions




                          Screening from Eligible
                              Candidate List




                               Site Analysis




                              Interviews with
                              Applicants from
                              Candidate Pool




                            Selection Committee

                         • Candidate Profile
Area Superintendent
                           Analysis
Notifies Non-selected
      Candidates         • Preparation of at least 2
                           Finalists List for
                           Submission to the
                           Superintendent


                             Superintendent’s
                                                          Notification of
                          Recommendations of the
                                                       Nomination to Position
                             Most Appropriate
                               Candidates



                              School Board
                            Appointment of the
                                Principal




                                     14
                            SELECTION OF PRINCIPALS


                                                              PERSON(S)          TIMELINE
  SELECTION PROCESS ACTIVITIES/EVENTS                        RESPONSIBLE          (DAYS)
*Vacant positions advertised to current principals and       Employment             (0)
members of the OCPS Principal Pool.                          Services
School and community focus groups                            Area
   • Build school principal profile after listening to       Superintendent(s)
       school and community members
Current principals and members of the OCPS Principal         Applicant
Pool express interest in vacant position(s)                                        (10)
Screening of eligible applicants                             Employment            (11)
                                                             Services
Performance sampling interviews                              Area
    • May include community members, faculty,                Superintendent(s)
       classified staff and student representative (when
       appropriate)
    • On-site visits of candidate when possible
Data integration and analysis by selection committee         Area
comprised of area superintendents and other selected         Superintendent(s)
members
    • Matching candidate to school
       • Candidate profile analysis
       (i.e., PNPP portfolio, previous evaluations, career
          preference form, Principal Perceiver Profile and
          other pertinent performance records)
       • Site analysis data reviewed
    • Recommendation to superintendent (The
       superintendent receives the names of at least
       two candidates for final consideration)
                                                                                   (20)
Superintendent recommends appointment to School              Superintendent        (21)
Board

School Board action                                          School Board          (30)

  *It shall be the prerogative of the superintendent to transfer from within the OCPS
  administrative team at any time during the selection process.




                                               15
                        DIRECTOR VOCATIONAL/TECHNICAL POOL


All processes identified in the Principal Pool process will be used for candidates interested in
consideration for the Director Vocational/Technical pool. All candidates must have appropriate
certification as Local (Vocational) Director and three (3) years of successful teaching experience
in a vocational certified program area.




                                               16
                          APPENDIX A




SBSP102 – 3/4/2005   17
                                                                        APPENDIX A - ITEM 1


  RECOMMENDATION FOR SCHOOL LEVEL ADMINISTRATION

  You have been provided with a recommendation form. Please complete the top portion and
  submit to your current administrator for completion.

  It is important you take responsibility for reminding the administrator to complete the
  recommendation form in a timely manner. If this form is not returned by specified date, then
  you will need to reapply for the pool process.

  The administrator is requested to place the completed recommendation form in a sealed
  envelope with their signature across the seal and returned directly to you. Send all documents
  required for the pool process to the Senior Director for Employment Services.




SBSP102 – 3/4/2005                          18
R      ECOMMENDATION FOR SCHOOL LEVEL ADMINISTRATION
                                                                        APPENDIX A - ITEM 1




Candidate Name:

Candidate’s Position:

Supervisor Name and Title:

School Name:


The following competencies listed are essential for the success of an Assistant Principal
or Principal. Your evaluation and completion of the attached questionnaire for the
candidate is an integral part of our selection system. Please take the time to provide
examples as requested. Thank you for your input.

                         1.     Vision
                         2.     Instructional Leadership
                         3.     Managing the Learning Environment
                         4.     Community and Stakeholder Partnerships
                         5.     Decision Making Strategies
                         6.     Diversity
                         7.     Technology
                         8.     Learning, Accountability and Assessment
                         9.     Ethical Leadership
                        10.     Human Resource Development

DIRECTIONS TO SUPERVISOR:

         •    Use the scale to respond to each item by circling the number that best
              reflects the candidate’s performance. Please note the difference between an
              “Early Career” vs. “Experienced.”
         •    Provide a behavioral example for each competency area.
         •    Forward the completed form to the candidate in a sealed envelope with your
              signature across the seal:

    Early Career Asst. Principal or Principal    Experienced Asst. Principal or Principal
          1             2              3              4              5           6
    Almost never        Often          Always    Almost never       Often     Always

Early Career: Beginning school-based administrator or minimal experience.
Experienced: At mid career or high performing school-based administrator.




SBSP107 – 3/4/2005                              19
VISION

High performing leaders have a personal vision for their school and the knowledge, skills, and
dispositions to develop, articulate and implement a shared vision that is supported by the larger
organization and the school community.

             Early Career Asst. Principal or Principal   Experienced Asst. Principal or Principal
                 1                2            3              4               5            6
             Almost never       Often        Always      Almost never       Often        Always

Give an example to support your responses on VISION.




INSTRUCTIONAL LEADERSHIP

High performing leaders promote a positive learning culture, provide an effective instructional
program, and apply best practices to student learning, especially in the area of reading and
other foundational skills.

             Early Career Asst. Principal or Principal   Experienced Asst. Principal or Principal
                 1                2            3              4               5            6
             Almost never       Often        Always      Almost never       Often        Always

Give an example to support your responses on INSTRUCTIONAL LEADERSHIP.




MANAGING THE LEARNING ENVIRONMENT

High performing leaders manage the organization, operations, facilities and resources in ways
that maximize the use of resources in an instructional organization and promote a safe, efficient,
legal and effective learning environment.

             Early Career Asst. Principal or Principal   Experienced Asst. Principal or Principal
                 1                2            3              4               5            6
             Almost never       Often        Always      Almost never       Often        Always

Give an example to support your responses on LEARNING ENVIRONMENT.




SBSP107 – 3/4/2005                                       20
COMMUNITY AND STAKEHOLDER PARTNERSHIPS

High performing leaders collaborate with families, business, and community members, respond
to diverse community interests and needs, work effectively within the larger organization and
mobilize community resources.

             Early Career Asst. Principal or Principal   Experienced Asst. Principal or Principal
                 1                2            3              4               5            6
             Almost never       Often        Always      Almost never       Often        Always

Give an example to support your responses on COMMUNITY AND STAKEHOLDER
PARTNERSHIPS.




DECISION MAKING STRATEGIES

High performing leaders plan effectively, use critical thinking and problem solving techniques,
and collect and analyze data for continuous school improvement.

             Early Career Asst. Principal or Principal   Experienced Asst. Principal or Principal
                 1                2            3              4               5            6
             Almost never       Often        Always      Almost never       Often        Always

Give an example to support your responses on DECISION MAKING STRATEGIES.




DIVERSITY

High performing leaders understand, respond to, and influence the personal, political, social,
economic, legal and cultural relationships in the classroom, the school and the local community.

             Early Career Asst. Principal or Principal   Experienced Asst. Principal or Principal
                 1                2            3              4               5            6
             Almost never       Often        Always      Almost never       Often        Always

Give an example to support your responses on DIVERSITY.




SBSP107 – 3/4/2005                                       21
TECHNOLOGY

High performing leaders plan and implement the integration and technological and electronic
tools in teaching, learning, management, research, and communication responsibilities.

             Early Career Asst. Principal or Principal   Experienced Asst. Principal or Principal
                 1                2            3              4               5            6
             Almost never       Often        Always      Almost never       Often        Always

Give an example to support your responses on TECHNOLOGY.




LEARNING, ACCOUNTABILITY, AND ASSESSMENT

High performing leaders monitor the success of all students in the learning environment, align
the curriculum, instruction, and assessment processes to promote effective student
performance, and use a variety of benchmarks, learning expectations, and feedback measures
to ensure accountability for all participants engaged in the educational process.

             Early Career Asst. Principal or Principal   Experienced Asst. Principal or Principal
                 1                2            3              4               5            6
             Almost never       Often        Always      Almost never       Often        Always

Give an example to support your responses on LEARNING, ACCOUNTABILITY, AND
ASSESSMENT.




ETHICAL LEADERSHIP

High performing leaders act with integrity, fairness, and honesty in an ethical manner.

             Early Career Asst. Principal or Principal   Experienced Asst. Principal or Principal
                 1                2            3              4               5            6
             Almost never       Often        Always      Almost never       Often        Always

Give an example to support your responses on ETHICAL LEADERSHIP.




SBSP107 – 3/4/2005                                       22
HUMAN RESOURCE DEVELOPMENT

High performing leaders recruit, select, nurture and, where appropriate, retain effective
personnel, develop mentor and partnership programs, and design and implement
comprehensive professional growth plans for all staff – paid and volunteer.

             Early Career Asst. Principal or Principal   Experienced Asst. Principal or Principal
                 1                2            3              4               5            6
             Almost never       Often        Always      Almost never       Often        Always

Give an example to support your responses on HUMAN RESOURCE DEVELOPMENT.




I recommend this candidate for consideration
for school-level administration.


                                                Signature of Individual Completing Recommendation


                                                                         Title


                                                               Work Location/District


                                                                         Date

OR
I desire to confer with the area superintendent
regarding candidate’s performance.

                                                                Supervisor’s Signature


                                                                    Phone Number



        I have conferred with the candidate’s supervisor
        and I recommend/do not recommend that
        the candidate pursues the selection process.


                                                                 Area Superintendent




SBSP107 – 3/4/2005                                       23
                                                                             APPENDIX A ITEM 2
(THIS FORM TO BE COMPLETED BY NON OCPS EMPLOYEES ONLY)

MEMORANDUM


TO:                   EMPLOYMENT SERVICES DEPARTMENT

FROM:                 TISHA RUMPH
                      Senior Director, Employment Services
                      Orange County Public Schools

SUBJECT:              ADMINISTRATIVE POOL APPLICANT

                      NAME:

                      SSN:

                      DATE:



    The above-mentioned applicant has applied for our Assistant Principal, Assistant Director
    Technical/Vocational or Principal Administrative Pool. As part of our guidelines, a committee
    evaluates the accumulation of leave for each applicant. Please complete the bottom portion
    of this memorandum regarding this applicant. The completed document should be mailed or
    faxed to my attention at 407-317-3276 as soon as possible. Your assistance and the
    information provided are greatly appreciated.


        Vacation Leave Balance


Name:                                                  Date

Position Title:                                        Telephone Number:

Signature:




Mailing Address:
Orange County Public Schools
445 West Amelia Street
Orlando FL 32801




SBSP – Pool Process                              24
                                                                                                      APPENDIX A ITEM 3
(THIS FORM TO BE COMPLETED BY NON OCPS EMPLOYEES ONLY)

MEMORANDUM

TO:                   EMPLOYMENT SERVICES/
                      EMPLOYEE RELATIONS DEPARTMENT

FROM:                 TISHA RUMPH
                      Senior Director, Employment Services
                      Orange County Public Schools

SUBJECT:              ADMINISTRATIVE POOL APPLICANT

                      NAME:

                      SSN:

                      DATE:

      The above-mentioned applicant has applied for our Assistant Principal, Assistant Technical Director/Vocational or
      Principal Administrative Pool. It is our responsibility as a district to ensure candidates entering the pool are role
      models to our students, staff and community.

      Please complete the bottom portion of this memorandum regarding this applicant. The completed document should
      be mailed or faxed to my attention at 407-317-3276 as soon as possible. Your assistance and the information
      provided are greatly appreciated.

        1. Has this applicant ever been disciplined, the subject of an investigation,
           terminated or been nonreappointed for performance reasons from your                Yes           No
           district?
        2. Has this applicant ever resigned in lieu of discipline, resigned in lieu of
           termination or requested to resign through mutual agreement from your              Yes           No
           district?
        3. Has this applicant ever had disciplinary action (e.g. reprimand, suspension,
           termination) brought against him or her by either an educational institution or
           the state in which the person is certified?                                        Yes           No

        4. Do you know any reason that would prevent this person from performing the
           job responsibilities and duties of the position for which he/she is applying?      Yes           No
             (If you answered yes to any of these questions, please attach a detailed explanation.)
Name:                                                         Date

Position Title:                                               Telephone Number:

Signature:

Mailing Address:
Orange County Public Schools
445 West Amelia Street
Orlando FL 32801




SBSP – Pool Process                                    25
                                                                                                             APPENDIX B

                                 ORANGE COUNTY PUBLIC SCHOOLS
                            SCHOOL-BASED ADMINISTRATIVE POOL PROCESS




                                        Preliminary Screening
           On-Line                           by Committee                            Candidates ineligible
    Application Pool Data                                                              may reapply in
    and On-Line Principal            Eligible Candidates Invited to                     one (1) year
         Style Profile             In-Basket Exercise (If applicable)




                                          Eligible Candidates               Placed in
                                             asked to take              Administrative Pool
                                                Ventures                  Will Receive
                                             Administrator                  Vacancy
                                                Interview                Announcements
                                                                            via email




                                      An overview of the
                                      candidate profile is
                                      completed. Successful
                                      candidates will be admitted
                                      into the Assistant Principal
                                      Pool and will become
                                      eligible to apply to Assistant
                                      Principal Vacancies.




                                       Candidates ineligible may
                                          retake the Ventures
                                       Administrator Interview in
                                      two (2) years. Participation
                                          available in training
                                        activities offered through
                                       Professional Development




SBSP – Pool Process                               26
                                                APPENDIX C

                                SCHOOL-BASED ADMINISTRATOR
                                   Principal, Elementary School
                                         ABC Elementary
                                    Area Learning Community

                                 VACANCY ANNOUNCEMENT
                              ORANGE COUNTY PUBLIC SCHOOLS

PROCESS
OVERVIEW:                      The Orange County School Board will be considering individuals for
                               placement into the above-mentioned vacancy.
                               The process is initiated by current OCPS principals (seeking a
                               transfer); eligible assistant principals (seeking a transfer or promotion)
                               and eligible principal pool candidates indicating their interest for
                               consideration. See contact information.
POSITION:                      Principal, Elementary School
SALARY:                        Minimum                  Maximum
                               $00,000.00               $00,000.00           (See current salary schedule)
                               Salary offers may extend beyond the advertised minimum dependent upon
                               salary history and comparable experience. A salary offer would rarely extend
                               beyond $00,000.
MINIMUM
QUALIFICATIONS:                See complete job description.
CONTACT:                       Please confirm your interest by going to
                               https://www.ocps.net/es/hr/employ/Pages/EmploySplash.aspx on the
                               Internet and following the directions on the Internet page to apply for this
                                position. If you are not interested in this particular vacancy, no action is
                                required. Failure to confirm your interest on the Internet by the
                               deadline date and time will exclude you from consideration for this
                               position.

OPEN DATE:                     June 1, 2007
DEADLINE:                      June 10, 2007 at 11:00 a.m.

Orange County Public Schools is a drug-free workplace. Drug testing is mandatory for all new employees.
If you transfer into a safety-sensitive position that requires a commercial driver’s license (CDL), you will be
subject to the Omnibus Transportation Employee Testing Act requirements for drug testing.

AN EQUAL OPPORTUNITY EMPLOYER -- The Orange County School Board is an equal opportunity
agency
Orange County Public Schools prohibits discrimination on the basis of disability in all aspects of the
application process and the employment relationship. It is the policy of OCPS to provide equal access and
equal opportunity to job applicants in compliance with the Americans with Disabilities Act (ADA) of 1990. For
more information, please contact Sylvia Ficarrotto in Employment Services at (407) 317-3200 extension 2293.
Orange County Public Schools 445 W. Amelia Street, Orlando, Florida 32801-1127 P.O. Box 271, Orlando, Florida 32802-
0271
                                              www.ocps.net


SBSP – Pool Process                              27
                                   SCHOOL-BASED ADMINISTRATOR
                                   Assistant Principal, Elementary School
                                              ABC Elementary
                                         Area Learning Community

                                VACANCY ANNOUNCEMENT
                             ORANGE COUNTY PUBLIC SCHOOLS

PROCESS
OVERVIEW:                         The Orange County School Board will be considering individuals for
                                  placement into the above-mentioned vacancy.
                                  The process is initiated by current OCPS assistant principals (seeking
                                  a lateral transfer) and eligible administrative pool candidates indicating
                                  their interest for consideration. See contact information.


POSITION:                         Assistant Principal, Elementary School
SALARY:                           Minimum                        Maximum
                                  $00,000.00                     $00,000.00         (See current salary schedule)
                                  Salary offers may extend beyond the advertised minimum dependent upon
                                  salary history and comparable experience. A salary offer would rarely extend
                                  beyond $00,000.
MINIMUM
QUALIFICATIONS:                   See complete job description.
CONTACT:                          Please confirm your interest by going to
                                  https://www.ocps.net/es/hr/employ/Pages/EmploySplash.aspx on the
                                  Internet and following the directions on the Internet page to apply for this
                                  position. If you are not interested in this particular vacancy, no action is
                                  required. Failure to confirm your interest on the Internet before the
                                  deadline date and time will exclude you from consideration for this
                                  position.

OPEN DATE:                        June 1, 2007
DEADLINE:                         June 10, 2007 at 11:00 a.m.

Orange County Public Schools is a drug-free workplace. Drug testing is mandatory for all new employees.
If you transfer into a safety-sensitive position that requires a commercial driver’s license (CDL), you will be subject to the
Omnibus Transportation Employee Testing Act requirements for drug testing.

AN EQUAL OPPORTUNITY EMPLOYER -- The Orange County School Board is an equal opportunity agency.
Orange County Public Schools prohibits discrimination on the basis of disability in all aspects of the application process
and the employment relationship. It is the policy of OCPS to provide equal access and equal opportunity to job
applicants in compliance with the Americans with Disabilities Act (ADA) of 1990. For more information, please contact
Sylvia Ficarrotto in Employment Services at (407) 317-3200 extension 2293.
Orange County Public Schools 445 W. Amelia Street, Orlando, Florida 32801-1127 P.O. Box 271, Orlando, Florida 32802-0271
                                                  www.ocps.net




SBSP – Pool Process                                  28
   ORANGE COUNTY
   PUBLIC SCHOOLS




PREPARING NEW PRINCIPALS
           PROGRAM
  PROFESSIONAL DEVELOPMENT SERVICES
            MAY 27, 2008
                        TABLE OF CONTENTS

PREPARING NEW PRINCIPALS PROGRAM INFORMATION…………………………….   30

DESCRIPTION OF PROGRAM COMPONENTS………………………………………….         32

PROGRAM DESCRIPTORS AND RESPONSIBILITIES…………………………………..    34

PROGRAM ASSESSMENT AND FEEDBACK…………………………………………..          39

PROGRAM EVALUATION……………………………………………………………..                40

APPENDICES…………………………………………………………………………                     41




                               29
Preparing New Principals Program Information


Overview

The district recognizes that the principal plays a critical role in implementing and improving the
quality instruction and support services at the school level. This program seeks to provide an
opportunity that will prepare a principal candidate to acquire and demonstrate the skills and
competencies needed to successfully carry out the duties of the school leader. The school
leader includes those classified as principal, technical center directors and leaders of centers
providing services for students with special needs.

Participation in the Preparing New Principals Program follows selection by the district’s
approved selection process. The number and type of participants are determined by the
district’s projected needs as determined by Employment Services.

Principal candidates who are newly appointed assistant principals and assistant directors
participate in a multi-year training program. The typical timeline is two to three years with a cap
of five years for completion. Provisions are made for interim principals to participate in an
abbreviated one-year program. In order to be considered for school principal certification, a
Level II Candidate, an educator must be a school-based assistant principal, an assistant director
of a technical center or an interim principal employed by OCPS.

The Preparing New Principals Program has three major components. First, there is an
extensive training component, providing opportunities to develop and enhance the candidates’
skills and knowledge with the Florida Leadership Standards. In addition, training also focuses
on technical aspects of the candidates’ roles in relation to the culture of Orange County Public
Schools.

The second component is the development and implementation of Leadership Development
Plans, which focus on demonstrating competency with the Florida Leadership Standards. The
final component is an internship of eight weeks under the direction of the supervising principal.
The candidate will transition into assumption of the total principalship responsibilities.

To facilitate the activities of this program and to assist in the development of the competencies
of the principalship, the senior director of Professional Development Services develops a
Leadership Development Team in collaboration with each principal candidate. The Leadership
Development Team is comprised of the principal candidate, learning supervisor, PNPP coach,
area superintendent, and senior director of Professional Development Services or designee.
The purpose of the Leadership Development Team is to provide support, guidance and
ultimately, the verification to the superintendent of successful completion of the program. In
cooperation with the Leadership Development Team, the principal candidate develops a
Leadership Development Plan that:

       A.    demonstrates leadership
       B.    provides opportunities for the principal candidate to develop and demonstrate the
             indicators of competency for the Florida Principal Leadership Standards
       C.    encompasses those functions and tasks associated with the principalship


                                                30
The senior director of Professional Development Services is responsible for coordinating the
activities of each Leadership Development Team and is responsible for providing activities to
assist the principal candidates in developing the skills and competencies of the principalship
(Appendix A).

In extenuating circumstances, a principal candidate may request of the area superintendent
permission to exit the program. A principal candidate who exits the program may reenter when
circumstances which created the exit have changed.

Following the successful conclusion of the program, the Leadership Development Team certifies
the successful performance of the duties of the principalship. The learning supervisor further
certifies successful performance of the Florida Principal Leadership Standards of the
principalship utilizing the district Performance Appraisal System (Appendix B). This information
is forwarded to the area superintendent for review and submitted to the superintendent after a
portfolio review and feedback is received from the senior director of Professional Development
Services or designee. The superintendent uses this documentation to make a recommendation
concerning certification.




                                              31
                       Description of Program Components
The Preparing New Principals Program is comprised of three components. Successful
completion of all three components is required in order to be considered and recommended by
the superintendent for School Principal Certification.

Training

Training is aimed at developing the leadership capacity of individuals who have been selected
into the district’s leadership pool. It also serves to induct the candidate into the leadership
culture of Orange County Public Schools. Training is categorized three ways: Instructional
Leadership, Building Community, and Technical.

                                 PNPP Training by Category
    Instructional Leadership          Building Community                OCPS Way- Technical
Conferencing Skills for          Ethical Leadership                  Budget
Administrators
Expert Leaders’ Series           Facilitative Leadership             FPMS Summative/Update
Leadership for the               Interviewing and Hiring             Master Schedule
Differentiated Classroom         Practices
Classroom Walkthrough            Media Relations                     Data Analysis
Schools that Learn               Problem Solving and Decision        Introduction to Employee
                                 Making (PSDM)                       Relations
Strengthening Personnel          Staff Development Protocol
Assessment
ESOL for Administrators          Diversity
Instructional Leadership         Ruby Payne Awareness
Dialogues                        Session


Leadership Development Plans

To fully demonstrate competency of the Florida Leadership Standards, the PNPP requires the
development and implementation of year-long plans. The plans are based on an Action
Research Model (Appendix C, D).

Candidates seek input from their learning supervisor and PNPP coach on plan development.
Plans should be based on work assigned to the candidate and focused on one to two specific
Florida Leadership Standards. Candidates are approved to implement the plans based on the
following criteria:

   •   There is specific data regarding a school concern or issue that drives the candidate’s
       work
   •   The candidate identifies expected outcomes that clearly indicated the work is about
       raising student achievement levels
   •   The candidate demonstrates knowledge of the specified Florida Leadership Standards
       through the expected outcomes and names activities

Plans are rated by the learning supervisor at the end of the year.

                                               32
Internship

To facilitate acquisition and demonstrate competency in school leadership, the candidate
transitions from assistant principal to assumption of full principal responsibilities for a minimum
of eight consecutive weeks.

The candidate obtains feedback through a survey directed to faculty and staff specifically
addressing the internship timeframe (Appendix E).

Principal Candidates must also complete the following requirements:
    • Job Shadows (two visits each year in program) (Appendix F)
    • Instructional Leadership Dialogues (three per year in program)
    • Yearly Faculty Survey (each year in the program)
    • Yearly Monitoring Meeting (each year in the program)
    • Initial PNPP Orientation
    • Participate in Education Leadership Assessment Base-line Tests

Program requirements are customized for the PNPP candidate based on scores obtained with
the ASAP Educational Leadership Assessments. At the start of the PNPP program candidates
take all ten assessments. A passing score of 70% or greater on the assessment indicates
competency at the principal level. Select Individual Leadership Plans and trainings are exempt
when this competency is shown (Appendix G, Appendix H, Appendix I).

Interim Program

This program is designed for use when deemed by the superintendent to be necessary and in
the best interest of the students in the schools. A participant in this program holds a certificate
in educational leadership, administration, or administration and supervision. An interim principal
has one year from the date of appointment to successfully complete the requirements of the
Preparing New Principals Program.

Leadership Training is a component at each level of the program. In accordance with the
district’s succession plan, Leadership training is offered and available for members of the
district’s leadership pool, potential leaders in the district’s Aspiring Leaders Program and
teacher leaders with permission from their supervisor.




                                                33
                   Program Descriptors and Responsibilities

The Leadership Development Team

This support group coordinates the principal candidate’s training and development through
formal and informal meetings to provide coaching, direction and specific feedback to the
candidate. The team is composed of the area superintendent or designee, the learning
supervisor, PNPP coach, and the senior director of Professional Development Services or
designee.

The PNPP coach should be an administrator who has successfully completed the program and
holds principal certification. For interim principals, the PNPP coach is a practicing principal.
This enables participants to form a support relationship.

Leadership Development Team meetings are scheduled by the principal candidate in
collaboration with the PNPP Program Coordinator according to the program timelines and
chaired by the senior director of Professional Development Services or designee. A yearly
monitoring meeting is scheduled to assess progress and if needed provide direction for the
principal candidate. Meetings may be called by any other team member in cases of need.

Yearly Monitoring Meetings

An annual meeting with the principal candidate and designee of the senior director for
Professional Development Services is held to monitor and track progress.

The purpose of the meetings is as follows:
   • Discussion and monitoring of the Individual Development Plan
   • Discussion of critical incidents
   • Assessment of progress toward meeting specified organizational and leadership goals
   • Other substantial issues and items of interest or concern to the team

Florida Principal Leadership Standards

Florida’s school leaders must possess the abilities and skills necessary to perform their
designated tasks in a high-performing manner. The school leader, commensurate with job
requirements and delegated authority, shall demonstrate competence in the following
standards:


                                  Instructional Leadership

Instructional Leadership-
High performing leaders promote a positive learning culture, provide an effective instructional
program, and apply best practices to student learning, especially in the area of reading and
other foundational skills.




                                              34
Managing the Learning Environment-
High performing leaders manage the organization, operations, facilities and resources in ways
that maximize the use of resources in an instructional organization and promote a safe, efficient,
legal and effective learning environment.

Learning, Accountability, and Assessment-
High performing leaders monitor the success of all students in the learning environment, align
the curriculum, instruction, and assessment processes to promote effective student
performance, and use a variety of benchmarks, learning expectations, and feedback measures
to ensure accountability for all participants engaged in the educational process.


                                    Operational Leadership

Decision Making Strategies-
High performing leaders plan effectively, use critical thinking and problem solving techniques,
and collect and analyze data for continuous school improvement.

Technology-
High performing leaders plan and implement the integration of technological and electronic tools
in teaching, learning, management, research and communication responsibilities

Human Resource Development-
High performing leaders recruit, select, nurture, and, where appropriate, retain effective
personnel, develop mentor and partnership programs, and design and implement
comprehensive professional growth plans for all staff-paid and volunteer.

Ethical Leadership-
High performing leaders act with integrity, fairness, and honesty in an ethical manner.


                                      School Leadership

Vision-
High performing leaders have a personal vision for their school and the knowledge, skills, and
dispositions to develop, articulate and implement a shared vision that is supported by the larger
organization and the school community.

Community and Stakeholder Partnerships-
High performing leaders collaborate with families, business, and community members, respond
to diverse community interests and needs, work effectively within the larger organization and
mobilize community resources.

Diversity-
High performing leaders understand, respond to, and influence the personal, political, social,
economic, legal, and cultural relationships in the classroom, the school and the local
community.




                                               35
Portfolio

An electronic file documenting the participant’s performance of the identified Florida Principal
Leadership Standards. These documents include but are not limited to the following: Individual
Leadership Development Plans, training reflections, job shadow reflections, and documentation
of specific planned activities.

Superintendent’s Role

The superintendent is responsible for the following:
   • Recommending program participants for appointment by the school board
   • Delegating responsibility and authority for planning and implementing the program
   • Organizing and developing a district effort which awards recognition and status to the
      principalship
   • Providing organizational leadership, including internal and external marketing

Area Superintendent’s Role

The area superintendent is responsible for the following:
   • Collaborating with the senior director of Professional Development Services as program
       participants’ portfolios are reviewed and forwarded to the superintendent for final
       approval
   • Serving on the Leadership Development Teams
   • Attending the Leadership Development Team meetings
   • Providing feedback and coaching to the learning supervisor to enhance training
       opportunities
   • Giving feedback to the senior director of Professional Development Services, regarding
       individual candidates and/or program needs
   • Providing leadership and support for administrative services staff members involved in
       the management of the Preparing New Principals Program
   • Receiving from and providing feedback to the superintendent on issues relevant to the
       Preparing New Principals Program

Senior Director of Professional Development Services (Appendix I, Appendix J)

The senior director of Professional Development Services is responsible for the following:
   • Serving on Leadership Development Teams
   • Coordinating communication between the principal candidate and PNPP Coach within
      the first few weeks of the assignment
   • Communicating with an interim principal within the first two weeks of assignment to
      initiate a plan for the individual to meet the Preparing New Principals Program
      requirements within the twelve months guideline.
   • Recommending a budget for the training of school managers as a part of the district
      budget
   • Monitoring and providing technical assistance for implementation of the program
   • Identifying skills and competencies to be utilized in principal training
   • Conducting an assessment of personnel needs for the principalship
   • Communicating what candidates may expect after program completion
   • Providing honest feedback to the principal candidate


                                              36
   •   Fostering professional independence of the principal candidate
   •   Providing the principal candidate with information of program goals, task requirements,
       evaluation criteria, duties, events, school board policies and other relevant material
   •   Providing an orientation on program goals and objectives for participants and Leadership
       Development Team members
   •   Conducting an annual needs assessment

Learning Supervisor

The learning supervisor is responsible for the following:
   • Providing an orientation to the school for the principal candidate
   • Providing an orientation to the district Performance Appraisal System so that principal
       candidates understand the process for their yearly evaluation
   • Providing the principal candidate with learning/teaching roles including observation and
       demonstration, supervised assignments, delegated assignments, cooperative
       assignments, structured study, informal study, attend trainings, discussion and reflection
   • Providing the principal candidate with ongoing coaching and feedback
   • Attending Leadership Development Team meetings
   • Assisting in the development of the Individual Leadership Development Plans
   • Providing the opportunities for the principal candidate to engage in the activities
       supportive of the Individual Leadership Development Plans and training requirements of
       the Preparing New Principals Program
   • Monitoring and documenting progress of the objectives of the Individual Leadership
       Development Plans
   • Coordinating the documentation of the Florida Principal Leadership Standards for the
       principal candidate
   • Providing the opportunity for the principal candidate to experience a meaningful
       internship for a minimum of eight consecutive weeks during the final phase of the
       Preparing New Principals Program
   • Communicating the beginning and ending date of the internship to the senior director of
       Professional Development Services at least two weeks prior to the actual beginning date
   • Documenting demonstration of the Florida Leadership Standards, utilizing the district
       Performance Appraisal System

PNPP Coach

The PNPP coach, as a member of the Leadership Development Team, is responsible for the
following:
     • Communicating with the principal candidate within the first three weeks of the
        assignment
     • Providing ongoing guidance and support to the principal candidate
     • Assisting the learning supervisor
     • Participating in the formulation of the principal candidate’s Individual Leadership
        Development Plans
     • Providing opportunities for the principal candidate to job shadow the PNPP coach
     • Communicating with the principal candidate after each job shadow to discuss and reflect
        upon learning experiences
     • Guiding the principal candidate on the selection and sequence of required PNPP training
     • Providing appropriate activities to support the Individual Leadership Development Plans

                                               37
   •   Providing key contacts and a networking system to address specific areas of concern
       and/or interest to the principal candidate
   •   Attending Leadership Development Team meetings when possible

Principal Candidate

The principal candidate is responsible for the following:
   • Attending the Preparing New Principals Program orientation session
   • Inviting the Learning Supervisor and PNPP coach to the orientation session and/or
       communicating the information from the session
   • Communicating with the PNPP coach and utilizing that individual for assistance and
       guidance
   • Attending and successfully passing the Florida Performance Measurement System
       (FPMS) Formative and Summative sessions or if already completed, providing the
       documentation to the Professional Development Services department
   • Assuming responsibility for successful completion of the Preparing New Principals
       Program and maintaining communication with the senior director of Professional
       Development Services and/or designee
   • Meeting deadlines and timelines of the program
   • Attending required training of the program
   • Collaborating with learning supervisor and PNPP coach to develop an appropriate
       sequence for the required training that meets the individual needs and job requirements
       of the principal candidate
   • Scheduling and completing job shadows
   • Formulating and implementing the Individual Leadership Development Plans with the
       assistance of the learning supervisor and PNPP coach
   • Collaborating with the learning supervisor in the development and approval of the
       Individual Leadership Development Plans prior to submitting to the senior director of
       Professional Development Services for approval to implement
   • Maintaining records for all leadership training and PNPP requirements
   • Maintaining a portfolio of documentation of Individual Leadership Development Plans
       and training to be reviewed by the senior director of Professional Development Services
   • Attending Instructional Leadership Dialogues
   • Preparing for and participating in Yearly Monitoring Meetings
   • Collaborating with the PNPP Program Coordinator to schedule Yearly Monitoring
       Meetings and then to communicate the date and time to the learning supervisor and
       PNPP coach
   • Disseminating the yearly faculty survey provided by the Professional Development
       Services department
   • Collaborating with learning supervisor to make arrangements for the eight consecutive
       week internship during the final phase of the program
   • Creating, disseminating and compiling a survey at the end of the eight-week internship
       for the faculty and staff
   • Assuming responsibility for individual professional growth in the areas of leadership,
       instruction, curriculum, and data analysis




                                             38
Program Assessment and Feedback

As Candidates progress through the Preparing New Principals Program, assessment and
feedback are needed to ensure alignment and demonstration of core curriculum, to record
mastery of the program’s completion, and determine impact of completion on student
achievement.

Each candidate obtains and maintains a SharePoint Electronic Portfolio. The comprehensive
portfolio contains all documents and templates used with the PNPP program. Candidates
maintain all documents pertaining to their training, Leadership Development Plans, and
Internships.    The entire Leadership Team consisting of the Superintendent, the Area
Superintendents, PNPP Learning Supervisor, PNPP Coach, and Senior Director of Professional
Development Services have constant access to the individual portfolios.

PNPP Candidates are assessed on the Florida Leadership Standards using the ASAP
Educational Leadership Assessments at the beginning of their Preparing New Principals
Program. Reports are generated indicating individual results, test group results, and district and
national comparisons (Appendix G). The results are used to determine competency levels
regarding the Florida Leadership Standards. Passing scores (70%) also allow for customization
of the candidate’s Leadership Learning Plan (Appendix H). Leadership Development Plans and
select trainings are exempted by obtaining the 70% passing score.

In addition to the ASAP Educational Leadership Assessments, all Candidates are assessed
yearly using the Orange County Public Schools Performance Appraisal for School Based
Administrators (Appendix B). The Performance Appraisal calls for initial, mid-year, and final
assessment. If at any time in the year a change in performance or other problems occur, a
Professional Improvement Plan (PIP) may be developed. For Candidates in PNPP, if a PIP is
developed, a meeting occurs with the Senior Director of Professional Development Services or
designee, the Area Superintendent, and the Learning Supervisor. A determination is made as
to whether the candidate will have an active or inactive status with the PNPP. If the candidate is
put on inactive status, all PNPP responsibilities cease until such time as the PIP is successfully
completed.

Two additional feedback tools are used with Candidates. The Leadership Development Plans
are designed to specifically target the work of the PNPP candidate in relation to the Florida
Leadership Standards. The candidate’s plans must meet implementation approval by three
members of the Leadership Team: the Learning Supervisor, PNPP Coach, and Senior Director
of Professional Development Services or designee. The Learning Supervisor also rates the
plan at the conclusion of the implementation school year. Finally, a yearly survey is distributed
to the PNPP candidate’s staff for feedback and comments.

Program Completers who are selected to serve as principals in Orange County Public Schools
are tracked as to their impact on School Improvement and student achievement. The tracking
occurs in the first two years of service as a principal. Information specific to Adequate Yearly
Progress, school improvement plans, school grades, performance appraisal, and FCAT data are
collected and reviewed.

A yearly report is developed and shared with appropriate personnel, including the
Superintendent and Area Superintendents. The Senior Director of Professional Development
Services uses this information to inform a continuous improvement process with the PNPP and


                                               39
make any needed program improvements. Additionally, the information is used to support the
PIP process of the Program Completer Performance Appraisal, if needed.

Program Evaluation

In Orange County Public Schools a systematic process has been developed to continuously
monitor the program’s performance. Every fall the district submits a data survey report on
professional development to the Florida Department of Education (Survey 5). This data
includes admission, enrollment, and completion data for PNPP and placement, rehire, and
retention data for Program Completers collected through SAP Business Systems as well as
data regarding William Cecil Golden (WCG) components. This data coupled with information
from the Appraisal System will provide elements necessary to meet with the Continuous
Improvement of PNPP.

To ensure Continuous Improvement, the district has established the Leadership Collaboration
Committee. This committee is comprised of the Senior Director of Professional Development
Services or designee, all Executive Area Directors, and representatives from Stetson University.
Additional leadership from local colleges and universities will be invited to participate.

Committee responsibilities include:
     • Review of candidate progress
     • Identify Candidates not mastering the competencies
     • Meet three times per year as arranged by the Senior Director of Professional
         Development Services
     • Review of Program Completers’ (New Principals) progress in relation to school
         improvement and student achievement
     • Make recommendations for Candidates and Program Completers on additional
         support and professional development needed
     • Advise and support the development of the yearly PNPP Program Report

Each year, the Senior Director of Professional Development Services or designee will hold
meetings with the Area Superintendents who supervise Program Completers and with the
principals who supervise PNPP Candidates to share the results of the yearly PNPP Program
Report and to solicit feedback regarding how satisfied the district is with the level of
preparedness of Program Completers. This stakeholder information will in turn be used to
further guide and inform decisions for Continuous Improvement of the PNPP.

Finally, the Senior Director of Professional Development Services or designee will administer an
End of Preparation survey for Program Completers to evaluate their satisfaction with their
preparedness. Information specific to Adequate Yearly Progress, school improvement will also
be collected and reviewed relative to new principal ability and readiness. All data will be
synthesized and included in the yearly PNPP Program Report for Continuous Improvement.




                                              40
                                     APPENDICES
                                  TABLE OF CONTENTS

PNPP STATUS FORM…………………………………..…………………………….                                       A

PRINCIPAL AND ASSISTANT PRINCIPAL PERFORMANCE APPRAISALS……………..                   B

PNPP LEADERSHIP DEVELOPMENT PLAN………………………………………….                                 C

PNPP LEADERSHIP DEVELOPMENT PLAN TUTORIAL……………………………...                           D

PNPP INTERNSHIP GUIDELINES…………………………………………………….                                   E

PNPP JOB SHADOW REFLECTION DOCUMENT…………………………………….                                F

ASAP EDUCATIONAL LEADERSHIP ASSESSMENT REPORT………………………..                          G

PNPP INDIVIDUAL LEADERSHIP LEARNING PLAN…………………………………..                           H

RESUME, CHRISTOPHER S. BERNIER, SR. DIRECTOR………………………………                          I

RESUME, NORA F. GLEDICH, DIRECTOR…………………………………………….                               J

MATRIX OF INDICATORS OF COMPETENCY………………………………………….                               K



Copies can be obtained via the Professional Development Department 407-317-3432




                                           41
        Part III
Leadership Development




         42
                                   Leadership Development



                                          Introduction

The implementation of leadership development in OCPS provides opportunities for the
professional development of school-based leaders, leaders serving in other roles throughout the
district, as well as potential and future leaders. The following documents describe the
leadership development procedures and processes that are in place within the school district.
This district encourages continuous professional growth and development of all individuals in
leadership roles.



                                      District Commitment

A district commitment of formalized professional development is evidenced by, but not limited
to, the following:

   •   An annual study of anticipated needs for new principals and assistant principals is
       conducted. OCPS opens new schools every year; this trend will continue based on the
       population growth of the area. In addition, a large number of current school and district
       administrators are within a retirement timeframe. The impact of filling principal and
       assistant principal positions is tremendous for the district. Administrators work to
       prepare teacher leaders for administration and Employment Services advertises
       nationwide to assist in filling site-based vacancies. In addition, 30-40 new candidates
       are admitted to the Preparing New Principals Program (PNPP) annually.
   •   Budget funds are provided to support the professional development of leaders.
   •   The Professional Development Services department employs a full time director to
       oversee Leadership Development.



                                   Leadership Development

The formalized leadership development process includes the following components:

LEADERSHIP DEVELOPMENT

This component provides professional growth opportunities for all people in leadership roles. All
district-level and school-based administrators, candidates in the Assistant Principal Pool, as well
as teacher leaders with the permission of administration, are invited to attend. Participants
select training which best meets their needs and career goals. Trainings are advertised through
flyers, brochures, the Professional Development Services web site, and Signmeup. Leadership
trainings scheduled may include, but not be limited to, the following: FPMS Formative and
Summative Observer, instructional leadership, building capacity, technology and technical
training.




                                                43
ASPIRING LEADERS PROGRAM

The district has developed a succession plan to prepare individuals to assume school-based
and district level leadership positions that become available due to growth in the school district
and/or retirement.

The Aspiring Leaders Program (ALP) was implemented to identify individuals who had the
aspiration and potential to develop into leadership positions. The program has a foundation in
coaching and mentoring individuals to develop leadership potential and exhibit best instructional
practices. The purpose of the ALP program is to:

Rationale:
   • Address the district’s goal for employee professionalism and to develop leadership in our
      district.
   • To identify talent for career development.
   • To identify and support aspiring administrators in the district.
   • To provide meaningful growth opportunities for candidates.

Overview of Program:
   • Designed for cohort groups. Cohorts begin in the spring of each year with a required
      orientation and may continue to participate in the program for up to two years or until the
      candidate becomes an assistant principal. Each spring, applications are available for
      the next cohort group.
   • Program includes required components and highly encouraged components. In order
      for the participant to remain in the program, the individual must complete the required
      components. The highly encouraged components are designed to showcase leadership
      qualities including initiative and self-motivation.
   • Components of the program include: orientation, assigned mentor, Aspiring
      Administrator Leadership Academy, leadership dialogues, a leadership project, job
      shadows, and leadership training sessions.

Components of the Program
  • Annual Orientation
  • Annual Summer Aspiring Leadership Academy
  • Job Shadows
  • Instructional Dialogues
  • School-based Leadership Project formatted as action research. Project to be selected
     by leadership candidate and principal.
  • Leadership Training Sessions:
         o FPMS Formative and Summative
         o PSDM – Problem-Solving and Decision-Making
         o Diversity- online CASENEX
         o Standards for Staff Development
         o Facilitative Leadership

Required Components for the Aspiring Leadership Program
   • Attend the required Orientation.
   • Attend the Aspiring Leadership Academy in June.
   • Attend at least two Leadership Dialogues per year.
   • Complete at least one job shadow per year of the program

                                               44
Highly Encouraged Components
   • Attend additional Leadership Dialogues after hours
   • Complete a School-based Leadership Project by the end of year number two
   • Complete additional job shadows
   • Attend Leadership Training Sessions


PREPARING NEW PRINCIPALS PROGRAM

The district recognizes that the principal plays a critical role in implementing and improving
quality instruction and support services at the school level. This program seeks to provide an
opportunity that will prepare a principal candidate to acquire and demonstrate the skills and
competencies needed to successfully carry out the duties of the school leader. The school
leader includes those classified as principals, technical center directors, and leaders of centers
providing services for students with special needs.

Participation in the Preparing New Principals Program follows selection by the district’s
approved selection process. The number and type of participants are determined by the
district’s projected needs as determined by Employment Services. Principal candidates who are
newly appointed assistant principals participate in a three year training program. Provisions are
made for interim principals to participate in an abbreviated one-year program.

To facilitate the activities of this program and to assist in the development of the competencies
of the principalship, the Senior Director of Professional Development Services develops a
Leadership Development Team in collaboration with each principal candidate. In cooperation
with the Leadership Development Team, the principal candidate develops a Leadership
Development Plan that:

       A.      Demonstrates leadership development.
       B.      Provides opportunities for the principal candidate to develop and demonstrate the
               leadership standards of the principalship.
       C.      Encompasses those functions and tasks associated with the principalship.

The Senior Director of Professional Development Services is responsible for coordinating the
activities of each Leadership Development Team, and for ensuring that each principal candidate
develops the skills and competencies of the principalship. In extenuating circumstances a
principal candidate may request of the area superintendent permission to exit the program, or
an area superintendent may exit a candidate from the program. A principal candidate who exits
the program may reapply when circumstances that created the exit mode have changed.

Following the successful conclusion of the program, the Leadership Development Team certifies
the successful performance of the duties of the principalship. The learning supervisor further
certifies successful performance of the leadership standards of the principalship utilizing the
district’s Performance Appraisal System.        This information is forwarded to the area
superintendent for review and submitted to the superintendent after a portfolio review and
feedback is received from the Senior Director of Professional Development Services or
designee. The superintendent uses this documentation to make a recommendation concerning
certification.



                                               45
              William Cecil Golden School Leadership Development Program

The William Cecil Golden School Leadership Development Program is a high quality,
competency-based, customized, comprehensive, and coordinated statewide professional
development program for school leaders. It is aligned with and supports the Florida leadership
standards for school leaders. The purpose of the William Cecil Golden School Leadership
Development Program is to provide leadership training opportunities for school leaders to
enable them to be more effective instructional leaders, especially in the areas of reading and to
provide school leaders the opportunity to attain school leadership designations of effective
school leader, high performing school leader or outstanding school leader.

The objectives of William Cecil Golden School Leadership Development Program are to:
   • Support Florida Standards for school leaders
   • Focus on Instructional Leadership through the use of Florida’s Continuous Improvement
       Model
   • Provide effective professional development opportunities for school leaders


                            Superintendent’s Leadership Summit

Annually, the superintendent hosts a Leadership Summit for all administrators of Orange County
Public Schools. The summit focuses upon the school district’s vision, mission, and five
established goal. The superintendent’s executive cabinet follows up the Leadership Summit with
professional growth opportunities within their division.




                                               46
                                             Florida Educational Leadership Standards*


Vision- High Performing Leaders have a personal vision for their school and the knowledge, skills, and dispositions
to develop, articulate, and implement a shared vision that is supported by the larger organization and the school
community.

Key Indicators:
       Can describe how to develop and implement a shared vision and strategic plan for the school
       Works with staff, students, and families to achieve the school’s vision
       Can describe how instructional objectives, curricular goals, and the shared vision relate to each other
       Allow time for the achievement of goals
       Identifies needs that will be targeted in the shared vision and strategic plan
       Communicates the school’s vision, mission, and priorities to the community
       Understands the basic concepts of the change process
       Is aware that external influences have impact upon the school
       Establishes plans to accomplish goals
       Relates the vision, mission, and goals to students
       Understands the effect of having a community of learners working together
       Articulates and reinforces the vision in written and spoken communications

Instructional Leadership-High Performing Leaders promote a positive learning culture, provide an effective
instructional program, and apply best practices to student learning, especially in the area of reading and other
foundational skills.

Key Indicators:
       Sets annual learning gains, school improvement goals, and other targets for instructional improvement
       Uses data as a component of planning for instructional improvement
       Includes provisions in the instructional program for students with special needs
       Engages staff in ongoing study of current best practices
       Reads research, applied theory, and informed practices related to the curriculum
       Works to create high expectations and standards among the staff, teachers, and community members
       Relates content and instruction to the achievement of established standards by students
       Provides instructional leadership
       Is aware of research on instructional effectiveness and will use it as needed
       Demonstrates knowledge of student performance evaluation
       Has identified skills necessary for the planning and implementation of improvements of student learning
       Assesses the curriculum needs in a particular setting
       Works to relate state standards, the needs of the students, the community, and the goals of the school
       Understands the effect that a positive school culture has on student learning
       Recognizes differences in the staff’s desire and willingness to focus energy on achieving educational
       excellence
       Identifies teaching and learning needs among the staff and teachers
       Communicates the instructional program to the community, the staff, and district personnel
       Models professionalism, collaboration, and continuous learning
       Understands and recognizes the benefits for students in:
            o Balanced reading instruction
            o Curriculum integration
            o Active teaching and learning strategies
            o Standards-based instructional programs
            o The use of technology for instructional purposes
            o Aligning classroom assessments to standards


         *
           Key indicators of Florida Leadership Standards represent the proficiency level of competence. Leadership Development supports personnel
         at the progressing, proficient and exemplary levels.




                                                                            47
Managing the Learning Environment-High Performing Leaders manage the organization, operations, facilities,
and resources in ways that maximize the use of resources in an instructional organization and promote a safe,
efficient, legal, and effective learning environment.

Key Indicators:
       Administers policies that provide a safe school environment
       Has a plan for the accomplishment of strategic goals
       Manages the daily operations of the school
       Is aware of the various fiscal and nonfiscal resources for the school including business and community
       resources
       Manages the school to promote and encourage student learning
       Uses financial resources and capital goods and services to support school priorities
       Uses an efficient budget planning process
       Uses school resources to achieve curricular and instructional goals
       Understands techniques and organizational skills useful in leading and managing a complex and diverse
       organization
       Plans and schedules one’s own and others’ work so that priorities and goals can be met
       Conforms to legal and ethical students in the management of the learning environment

Community and Stakeholder Partnerships-High Performing Leaders collaborate with families, business, and
community members; respond to diverse community interests and needs; work effectively within the larger
organization; and mobilize community resources

Key Indicators:
       Understands how student and family conditions affect learning
       Identifies opinion leaders in the community and their relationships to the school
       Communicates the school’s vision, mission, and priorities to the community
       Understands the effect that school image caused by impressions created by the students and staff its use in
       promoting the school
       Uses shared leadership and decision-making model in the operation of the school
       Identifies resources of families, business and community members that could support the school
       Understands the benefits of having and using a variety of partnerships, coalitions, and network
       Establishes relationships with in and external to the school
       Actively engages the community to promote student and school success
       Relies on agencies to connect students to the health, human, and social services they need to stay focused
       on learning
       Provides opportunities to involve family and community in a broad range of school activity

Decision Making Strategies-High Performing Leaders plan effectively, use critical thinking and problem solving
techniques, and collect and analyze data for continuous school improvement.

Key Indicators:
       Establishes goals and targets
       Is developing a set of problem solving techniques and decision making skills
       Understands that events and problems can have a variety of explanations
       Can explain and defend decisions made
       Uses data to inform decisions
       Uses others to assist in the accomplishment of organization goals
       Supports student learning when making curricular and instructional decisions
       Has a problem-solving model to use when confronted with unsettled questions or undesirable situations
       Conforms to appropriate legal standards
       Make decisions in a timely fashion using the best available information
       Provides opportunities to involve family and community in a broad range of school activities

Diversity-High Performing Leaders understand, respond to, and influence the personal, political, social, economic,
legal, and cultural relationships in the classroom, the school, and the local community.


                                                           48
Key Indicators:
       Has skills necessary for interactive and interpersonal situations
       Understands how multicultural awareness, gender sensitivity, and racial and ethic appreciation affect an
       educational organization
       Is able to interact with the various cultural, ethnic, racial, and special interest groups in the community
       Is aware of how the teaching staff provides for the diverse perspectives appropriate to the student
       population and school community
       Provides opportunities to involve the school community in a broad range of school activities
       Interacts effectively with diverse individuals and groups
       Conforms to legal and ethical standards related to diversity
       Is perceptive and tactful in dealing with diverse populations
       Recognizes with crisis communications are necessary and is building a repertoire of skills to deal with them
       Arranges for students and families whose home language is not English to engage in school activities and
       communication through oral and written translations
       Defuses contentious situations
       Has a plan for the hiring and retention of a diverse staff
       Has a plan to develop ways to improve relations with various cultural, ethnic, racial, and special interest
       groups

Technology-High Performing Leaders plan and implement the integration of technological and electronic tools in
teaching, learning, management, research, and communication responsibilities.

Key Indicators:
       Is aware of the technological, telecommunications, and information systems and their uses to enrich
       curriculum, instruction, and assessment
       Plans for technology integration for the school community
       Works with tech-savvy staff to plan for increased technology usage
       Models the use of technology as a tool in support of both educational and community activities
       Develops an effective teacher professional development plan to increase technology usage
       Has assessed and analyzed the extent to which technology has been integrated throughout the teaching and
       learning environment
       Within the available resources, increases access to educational technologies within and beyond the school
       Has a plan for the provision of support to increase the use of technology already in the school/classrooms
       Uses technology to support the educational efforts of staff and teachers

Learning, Accountability, and Assessment-High Performing Leaders monitor the success of all students in the
learning environment; align the curriculum, instruction, and assessment processes to promote effective student
performance; and use a variety of benchmarks, learning expectations, and feedback measures to ensure
accountability for all participants engaged in the educational process.

Key Indicators:
         Uses data to asses and monitor school improvement
         Uses multiple sources of data to inform decisions and improvement processes
         Monitors and assesses student progress
         Monitors and assesses the progress of activities
         Demonstrates an understanding of the methods and principles of program evaluation
         Develops and demonstrates skills in evaluating instructional strategies and materials
         Understands how to use diagnostic tools to assess, identify, and apply instructional improvement
         Works with staff to identify strategies for improving student achievement appropriate to the school
         population
Human Resource Development-High Performing Leaders recruit, select, nurture, and, where appropriate, retain
effective personnel, develop mentor and partnership programs, and design and implement comprehensive
professional growth plans for all staff-paid and volunteer.




                                                            49
Key Indicators:
       Uses multiple data sources in working with teachers to plan for individual professional development
       Utilizes a variety of supervisory skills to improve teaching and learning
       Understands adult learning strategies useful for assisting staff in professional development
       Demonstrates an understanding of the methods and principles of personnel evaluation
       Operates within the provisions of each contract as well as established enforcement and grievance
       procedures
       Sets high expectations and standards for the performance of all teachers and staff
       Empowers others to achieve personal, professional, and organizational goals
       Connects professional growth plans and professional development to individual teacher and school learning
       goals
       Understands the processes necessary for use in the hiring and retention of high quality teachers
       Sets expectations that will ensure that all students are engaged in active learning
       Provides opportunities for teachers to think, plan, and work together
       Pursues improvement of his/her own professional development

Ethical Leadership-High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.

Key Indicators:
       Manifests a professional code of ethics and values
       Make decisions based on the legal, moral, and ethical implications of policy options and political strategies
       Creates, models, and implements a set of values for the school
       Develops well-reasoned educational beliefs based upon an understanding of teaching and learning
       Understands ethical and legal concerns educators face when using technology throughout the teaching and
       learning environment
       Develops a personal code of ethics embracing diversity, integrity, and the dignity of all people
       Acts in accordance with federal and state constitutional provisions, statutory standards, and regulatory
       applications
       Demonstrates ability to make decisions within an ethical context




                                                            50
        Part IV
Administrative/Technical
   Salary Schedule
  Compensation Plan




           51
                ADMINISTRATIVE/TECHNICAL SALARY SCHEDULE
                           COMPENSATION PLAN

                      GENERAL PROCEDURES AND GUIDELINES

                                  Effective Date: March 1, 2007


The 2006-2007 salary schedule for Administrative/Technical Personnel is an “open-range” format providing a
salary range consisting of a minimum and maximum salary for each pay grade. The 3-year column matrix for
2006-2007 will continue to be used by Compensation Services strictly for new hire placement based on related
experience at the same responsibility level.

SALARY ADMINISTRATION PROCEDURES:
New Hires - Placement of new employees on the salary schedule shall be determined by a comparison of their
salary history and comparable experience at the new job level. The three-year column matrix will provide the
basis for bringing in experience credit for new employees to OCPS. Directly comparable experience from other
employers may be granted up to experience column 9-11. In most cases, no newly hired employee will be
given a starting salary higher than this column. In cases of critical need for which there are a limited number of
qualified candidates, the Superintendent or his/her designee may approve a salary beyond this column.

Salary Increases - Salary increase percentages are determined each year by the available OCPS budget
dollars and the movement of the salary schedule. Each year, a study is conducted on the cost of living
increase utilizing Consumer Price Index data. This will determine how the salary ranges will be adjusted.
Individual increases will be a specific percentage and will be applied to the employee’s current base salary.
Increases to individual salaries will not go beyond the maximum of the salary range. Therefore, if an employee
is currently at the range maximum and the budget guideline is 4%, but the maximum of the range moves 3%,
the employee would be eligible for only a 3% increase.

All Administrative employees must be hired by January 15th of the current year in order to be eligible for the
July 1, budget guidelines pay increase. All other employees must work one day over half of the previous
school year to be eligible for a July 1, budget guideline pay increase. Employees who do not meet this time
frame would still be entitled to the range movement in order to maintain them at the minimum of their salary
grade or their experience credit placement.

Promotional Increases

Promotion within Administrative Schedule:
If an employee is promoted one or two pay grades, the employee will receive the greater of an increase of 5%
to current base pay or an increase to the minimum of the new range. If an employee is promoted three or more
pay grades, the employee will receive the greater of an increase of 10% to current base pay or an increase to
the minimum of the new range.

Promotion from Instructional to Administrative:
Employees being promoted from an Instructional position to an Administrative position with no previous
comparable experience will receive the greater of an increase of 5% to current annual base pay or the
minimum of the new salary grade. If the employee has previous related experience that is comparable to the
level and position being promoted into, up to 9-11 years of experience credit will be given for prior experience.
Special exceptions may be considered for critical needs areas.

Promotion from Classified to Administrative:
Employees being promoted from a Classified position to an Administrative position with no previous
comparable experience will receive the greater of an increase of 5% above current annual base pay plus a
portion of average overtime, based on the overtime credit guidelines, or the minimum of the new salary grade.
If the employee has previous related experience that is comparable to the level and position being promoted
into, up to 9-11 years of experience credit will be given for prior experience.



                                                       52
Demotions/Downgrades:
Employees receiving a demotion/downgrade of one or two pay grades will receive the lesser of a decrease of
5% below current annual base pay or pay grade minimum. Employees receiving a demotion/downgrade of
three or more pay grades will receive the lesser of a decrease of 10% below current annual base pay or pay
grade minimum. If the resultant salary falls above the range maximum of the new position, the employee’s
base pay will remain frozen at that rate until such time as the range maximum becomes greater than the
employee’s salary.

Breaks in Service - If an employee terminates and is rehired in the same job within six months, he/she shall
be reinstated at the former grade and salary. Breaks in service longer than six months shall require salary
placement consistent with new hire provisions. For previous OCPS employees, all previous OCPS experience
at a comparable level may be brought to the salary schedule.

Leaves of Absence - Approved leaves of absence shall not constitute a break in service, and will not count as
time worked for the purposes of pay increases.

Year of Service - A year of service is defined as at least one day more than one-half of the prescribed work
year for the Orange County Public Schools employee group. This must have been in a benefited position.
Example: The 2006-2007, work year for administrative/technical personnel is 260 days. If an employee is a late
hire and does not complete 131 days or is on an approved unpaid leave of absence for 131 days or more, a
year of service would not be recognized.

Salary Supplements - Upon approval by the Superintendent, the following salary supplements are awarded
for no more than one year at a time and shall not be added to the base pay of the employee for either future
years or calculation of percentage increases.

    a)   Additional Duties: Unique and unusual assignments requiring significant additional responsibilities may
         be compensated with a supplement of up to $3,000.
    b)   Performance Incentive Pay:
          •   An incentive award of up to $3,000 may be established.
          •   These awards will not become a part of base pay.
          •   Nominations for these awards will be made by the supervisor and reviewed by the Executive
              Cabinet for recommendation to the Superintendent.
          •   Nominations will be supported by appropriate documentation that on its own merit is clear and
              convincing. Since the basic standard for receiving base pay is high performance, these
              nominations are exceptions to the rule.
          •   It is expected that an individual would not be able to sustain such levels of intensity any more
              frequently than once every three years.
          •   Eligibility for nominations is characterized by dramatic, perhaps even profound, improvements in
              their own and their cost center services. These changes are such that they are widely recognized
              by peers, the Executive Cabinet, and the system in general.

Special Assignment - Principals or other employees placed on special assignment such as “principal-on-
assignment” should receive a base pay commensurate with their prior assignment.

Situations not specifically addressed through general guidelines will be handled on a case-by-case basis using
a consistent approach in order to maintain integrity of the pay system.

In a dynamic organization, the need for revisiting positions is necessary when significant changes in
responsibilities occur. To accommodate the potential need for upgrading/downgrading a position, on an as-
needed basis, please contact Compensation Services. The request will be processed using an analysis of
various criteria including written justification from the department head and a draft of the revised job
description.

ELIGIBILITY:
These guidelines are in effect as of March 1, 2007 and will be taken into consideration for employees meeting
any of these circumstances from that date forward. No retroactive adjustments will be made for employees
meeting any of these circumstances before March 1, 2007.


                                                      53
                                                                      PAY RANGE   PAY RANGE
        Group I                         JOB TITLE
                                                                       MINIMUM     MAXIMUM
Pay
            PS Group
Grade
  0           A10              Associate General Counsel               $104,412    $136,286

  1           A11               Associate Superintendent               $91,158     $119,662
                               Facilities Executive Director
                                Senior Facilities Director
                                Senior Executive Director

  2           A12                 Senior High Principal                $86,600     $115,012
                               Facilities Program Director
      Group II
 Pay
            PS Group
Grade
  1           A21                Executive Area Director               $83,998     $105,705
                                    Facilities Director
                           Operations & Maintenance Director
                                     Senior Director


  2           A22           Senior Director Technical Center           $81,391     $103,045

                               Facilities Program Manager
                                Senior Facilities Manager

  3           A23                    Principal Middle                  $77,257     $100,433
                               Principal Alternative Center
                          Principal Exceptional Ed. Secondary


  4           A24                 Principal Elementary                 $75,206     $97,765

                       Principal Exceptional Education Elementary


     Group III
 Pay
         PS Group
Grade
  2           A32        No job titles currently in this pay grade.    $73,579     $95,067


  3           A33                        Director                      $71,624     $93,072
                            Enterprise Data Architect (ICTS)
                         Enterprise Relationship Manager (ICTS)
                                    Facilities Manager



                                                     54
                           Senior Business Process Specialist
                                    Senior Architect
                                  Senior Civil Engineer
                                 Senior General Engineer
                                Senior Industrial Engineer
                               Senior Mechanical Engineer
                                Senior Electrical Engineer



                                                                      PAY RANGE   PAY RANGE
 Group III (cont.)                     JOB TITLE
                                                                       MINIMUM     MAXIMUM
 Pay
          PS Group
Grade
  4          A34            Community School Administrator             $69,672     $91,079


  5          A35                   Area Administrator                  $67,718     $89,085
                          Assistant Principal Ninth Grade Center
                                    Assistant Director
                           Assistant Director Technical Schools
                                  Construction Manager
                             Engineering Manager (Facilities)
                            Enterprise Project Manager (ICTS)
                                Facilities Project Manager
                                  Senior Administrator
  6          A36             Assistant Principal Senior High           $65,765     $87,090
                                 Data Base Administrator
                                 Systems Engineer, DBA


     Group IV
 Pay
         PS Group
Grade
  2         A42               Application Analyst IV (ICTS)            $59,904     $81,105
                             Application Specialist IV (ICTS)
                               Business Process Specialist
                                   Network Engineer III
                               Network Services Manager
                            Quality Assurance Manager (ICTS)
                            SAP Senior Systems Programmer
                                 SAP Systems Analyst
                               Senior Systems Programmer
                        Senior Operations & Maintenance Manager
                     Senior Planning & Standards Compliance Manager


                                                   55
                                   Systems Engineer III


  3         A43                Application Analyst III (ICTS)             $57,952     $79,113
                            Assistant Principal Middle School
                          Assistant Principal Elementary School
                          Assistant Principal Alternative School
                    Assistant Principal Exceptional Education School
                           Operations & Maintenance Manager
                             SAP Senior Programmer Analyst
                               Senior Programmer Analyst


  4         A44             Coordinator (Education Services)              $55,996     $77,118
                                Network Engineer II (ICTS)
                                    Program Specialist
                                                                         PAY RANGE   PAY RANGE
 Group IV (cont.)                       JOB TITLE
                                                                          MINIMUM     MAXIMUM
 Pay
         PS Group
Grade
            A44                 SAP Systems Programmer
                              Security Administrator (ICTS)
                                     Senior Manager

                            Senior Facilities Controls Manager
                                   Systems Engineer II


      Group V
 Pay
         PS Group
Grade
  1         A51           Applications Specialist (Client Server)         $52,092     $73,129
                                    Database Analyst
                     Executive Manager, Office of the Superintendent
                      School Psychologist (consecutive service date
                                    prior to 7/1/02)
                                  Systems Programmer
                       Physical/Occupational Therapist (12 months)
                    Physical/Occupational Therapist (217 days/8 hours)    $43,476     $61,036
                    Physical/Occupational Therapist (217 days/4 hours)    $21,738     $30,517




                                                    56
  2          A52        Environmental Standards Coordinator         $50,137   $71,136
                             Facilities Controls Manager
                         Senior Facilities Project Coordinator


  3          A53                    Administrator                   $48,185   $69,141
                             Application Analyst II (ICTS)
                          Facilities Building Code Inspector
                       Facilities Building Code Plans Examiner
                                 Programmer Analyst
                     Senior Operations & Maintenance Supervisor
  4          A54                   Internal Auditor                 $45,874   $65,599


      Group VI
 Pay
Grade     PS Group
  1          A61             Applications Administrator             $41,673   $62,492
                            Facilities Project Coordinator
                                       Manager
                        Operations & Maintenance Supervisor
                          Senior Applications Programmer
                                  Senior Specialist


  2          A62       No job titles currently in this pay grade.   $39,719   $60,499


  3          A63                      Specialist                    $37,767   $58,503




                                                   57
                Part VI
Administrative/Technical Accountability
  and Performance Appraisal System




                  58
                                         INTRODUCTION

 Human Resources Management and Development (HRMD) Performance Appraisal Systems
throughout the State of Florida were reviewed to address Florida Statutes.

       For the purpose of improving the quality of instructional, administrative, and
       supervisory services in the public schools of the state, the superintendent shall
       establish procedures for assessing the performance of duties and responsibilities
       of all instructional, administrative, and supervisory personnel employed by the
       school district. The Department of Education must approve each district’s
       instructional personnel assessment system. F.S. 1012.34(1)

       The superintendent shall develop a mechanism for evaluating the effective use of
       assessment criteria and evaluation procedures by administrators who are
       assigned responsibility for evaluating the performance of instructional personnel.
       The use of the assessment and evaluation procedures shall be considered as
       part of the annual assessment of the administrator’s performance. The system
       must include a mechanism to give parents and teachers an opportunity to
       provide input into the administrator’s performance assessment, when
       appropriate. F.S. 1012.34(5)

The Administrative/Technical Accountability and Performance Appraisal System provides
guidance for the professional development and evaluation of all OCPS administrative/technical
employees.

                                          PHILOSOPHY

The OCPS Administrative/Technical Accountability and Performance Appraisal System for
school based administrators is based on current research and best practices in the field of
school leadership. The work of Douglas Reeves, Ph.D served as the framework for the
appraisal system:

•   Focus on student learning

•   Communicate specific expectations

•   Ensure frequency of assessment, evaluation, and feedback

•   Balance achievement with improvement

•   Encourage professional development of the individual

•   Reward the tough choices

•   Provide opportunity for reflection and self-evaluation


The OCPS Administrative/Technical Accountability and Performance Appraisal System takes an
egalitarian approach to evaluation. It has two broad purposes: to maintain administrative/
technical performance that supports the mission and goals of the district and to improve that
performance when necessary. The system sets forth the actual job description of each



                                                59
individual so that performance expectations are communicated. The success of this system
depends on the commitment of administrative/technical employees to the following key tenets:

•   All administrative/technical employees deserve an honest and fair appraisal of their
    performance.

•   Administrative/technical employees should know what is expected of them.

•   Expectations should be discussed and collaborated between evaluator and evaluatee.

•   A performance appraisal system should document essential competencies the individual is
    required to demonstrate.

•   Performance appraisal should be an ongoing process, not an annual event.

•   The appraisal process should maintain and improve the effectiveness of both the individual
    and the district.

•   An appraisal system should be flexible enough to meet the developmental needs of all
    administrative/technical staff.

•   The appraisal process must have the conscientious support and commitment of all who use
    and administer it.

The OCPS Administrative/Technical Accountability and Performance Appraisal System
recognizes that professional growth for administrative/technical personnel extends from
preservice preparation through successful induction into the workplace throughout the length of
the five stages of career development:

•   Survival – The new administrator experiences the “shock” of leadership and is concerned
    about “sorting it out.”

•   Control – The administrator’s primary concern at this stage is setting priorities and “getting
    on top” of the situation.

•   Stability – Frustrations become routinized; management-related tasks are handled
    effectively and efficiently.

•   Educational Leadership – The primary focus is on the improvement of student performance.

•   Professional Actualization – Confirmation comes from within based on achieved
    professional success. The administrator is able to focus on attaining personal vision as well
    as the vision of the organization.

Zinner, Jane, “Becoming a Visible Learner.” The Thrust for Educational Leadership, May/June
1998.

Administrators need support throughout the stages of career development, Therefore, coaching
and feedback are essential elements of the appraisal process. In addition, professional
development opportunities, such as face-to-face workshops, peer assistance through sharing
sessions, research study groups, a resource center for educational leadership studies, and



                                                60
technology integration, are offered to administrative/technical personnel to enhance their
effectiveness and support the appraisal process.

The Leadership Appraisal Matrix for Principals describes the continuum of performance from not
meeting standards to exemplary performance. Each leadership domain represents one of the
ten Florida Leadership Standards approved by the Florida Department of Education.
The appraisal was developed with two of the Florida Leadership Standards for school principals.
Future implementation will eventually include all of the Florida Leadership Stardards.

                                      JOB DESCRIPTIONS

The OCPS Job Description for each job classification of the administrative/technical employees
is the cornerstone of the appraisal process. The job descriptions clarify expectations, guide
individual growth and development of administrative/technical employees, and is used to
provide ongoing performance feedback. See Appendix B for examples of job descriptions. The
major components of the job descriptions include the following:

QUALIFICATIONS

The district is committed to recruiting and retaining leaders who are well trained and prepared to
provide leadership for OCPS; therefore, both minimum and desired educational experiences are
described in this section. Required certifications and relevant job-related experiences are
specified. Required longevity for the relevant job-related experiences is also listed.


KNOWLEDGE, SKILLS, AND ABILITIES

The superintendent expects the performance appraisal system to support the district’s vision,
mission, and strategic goals. Administrative/ technical employees must, therefore, possess
knowledge, skills, and abilities to facilitate creative processes toward achievement of district-
expected results. This section delineates the specific knowledge, skills, and abilities necessary
for specific jobs.

JOB GOAL

The appraisal system is driven by the belief that a systems approach is best supported by
leaders who are aware of the district’s priorities in the area of assigned responsibility. It has two
broad purposes: to maintain administrative/technical performance that supports the vision,
mission, and goals of the district and to improve performance when necessary. The job goal is
the mission to be accomplished for the job classification and is stated in accomplishable terms
to achieve the desired results. The job goal is the general guide which determines specific
performance responsibilities for administrative/technical employees.

PERFORMANCE RESPONSIBILITIES

A key element which allows administrative/technical employees to meet the needs of the district
is an awareness of what the organization needs from specific job classifications in order to
enhance the success of the organization. Performance responsibilities are the primary
communication mechanisms that assist leaders in the district in achieving their job goal which
emanates from the district’s goals.




                                                 61
                                PERFORMANCE APPRAISAL

                                School-Based Administrators

Leadership matters and a leader has an enormous impact on the local school level and the
entire organization. The purpose of school-based administrative assessment is to improve
personal and organizational performance. School-based employees may need to focus on
continuing to develop overall skills and to broaden capabilities to increase student achievement
and have a positive impact on the organization. Performance appraisal is a continuous
process. The incumbent continually compares decisions, products, and processes against best
practices and benchmark standards. The supervisor appraises the incumbent’s progress often
and discusses the appraisal with the incumbent informally as well as formally. Initial, mid-year,
and final appraisals occur. In this system, the supervisor and the incumbent work collaboratively
to maintain a positive environment in which professional growth is enhanced. See Appendix C
for examples of school-based administrator Performance Appraisals.

RATING SCALE AND DESCRIPTORS

The School-based administrator, appraisal is comprised of three parts. Part 1 – Performance
Responsibilities – Managing School Operations utilizes a rating scale of “meeting expectations”
or “not meeting expectations” for the indicators identified. Part 2 which connects the district
vision, mission and goals to the appraisal system. Part 3 uses a leadership matrix that
incorporates the Florida Educational Leadership Standards. The following rating scale will be
used in Part 3:

    Exemplary                   Meets proficiency and goes above and beyond
                                those requirements; the leader’s performance
                                serves as a model for others and has a positive
                                impact on the entire organization
    Proficient                  Meets expectation; commendable
                                performance; highly effective
    Progressing                 Approaching proficiency; willingness and ability
                                to learn skills

    Not Meeting Standards       Unsatisfactory demonstration of the
                                performance responsibility; Improvement Plan
                                must be developed and successfully
                                implemented.


Written comments by the evaluator shall accompany ratings of progressing and not meeting
standards and may accompany all ratings. Data from multiple sources such as direct
observation, annual reports, and personnel assessment data should be used in the assessment
process.




                                               62
SCHOOL-BASED ASSESSMENT PROCEDURES

Prior to the 60th duty day of either initial employment or the new fiscal year, the supervisor
conducts the initial conference. See Appendix C for the administrative assessment instrument.

Throughout the appraisal process, data from multiple sources, such as work site analysis,
management information system, annual reports, direct supervision, and customers, shall be
used to appraise the performance of administrative/technical employees. The supervisor utilizes
the data to prepare anecdotal notes based on the Performance Responsibilities of the particular
job and uses the anecdotal notes to conference with the incumbent.

To further enhance the effectiveness of the appraisal process, Florida Statute 1012.34(5)
provides parents and teachers the opportunity to have input into the performance appraisal of
administrators who are assigned the responsibility for evaluating the performance of
instructional personnel. To provide input from parents and teachers, the Administrative
Feedback Survey will be utilized. See Appendix A for the Administrative Feedback Survey and
Guidelines.

If the incumbent has the responsibility of assessing the performance of instructional personnel,
then the supervisor must review the instructional assessment process. The Instructional
Personnel     Assessment     System       Procedures     Manual   can     be     accessed    at
https://www.ocps.net/es/hr/PDS/instructional/assessment/Pages/default.aspx. The Instructional
Personnel Assessment System Procedures Manual and the CTA Contract must be used as the
review. The use of the instructional assessment process becomes a part of Part 1 –
Performance Responsibilities – Managing School Operations. See Appendix D the Instructional
Personnel Assessment System Procedures Manual.

If the incumbent is in the first year of a new position or if the incumbent receives a rating of
progressing or not meeting standards in any area, then a Mid-Year Assessment must be
scheduled; however, any supervisor or the incumbent involved in the appraisal process may
request a mid-year assessment. Both the incumbent and the supervisor must sign and initial
the document. If at any time a change in job performance or other problem occurs, a conference
is held and a Professional Improvement Plan may be developed. See Appendix E for the
Professional Improvement Plan.           Administrative employees are employed annually;
recommendation for reappointment and determination of salary increases may be based on
performance.

If the Mid-Year Assessment resulted in ratings of progressing or not meeting standards, the
Final Assessment shall be conducted prior to the recommendation for reappointment for the
subsequent fiscal year, and the recommendation for reappointment is based on the Final
Assessment. Administrative employees are employed annually; recommendation for
reappointment and determination of salary increases may be based on performance. Both the
incumbent and the supervisor must initial and date the document.




                                              63
                                PERFORMANCE APPRAISAL
                     District-Level Administrative/Technical Employees

The purpose of district level assessments is to improve personal and organizational
performance. Administrative/technical employees may need to focus on continuing to develop
overall skills and to broaden capabilities. Performance appraisal is a continuous process. The
incumbent continually compares decisions, products, and processes. The supervisor appraises
the incumbent’s progress often and discusses the appraisal with the incumbent informally as
well as formally. Initial, formative, and summative appraisals occur. In this system, the
supervisor and the incumbent work collaboratively to maintain a positive environment in which
professional growth is enhanced. The executive area director’s appraisal system has been
developed and aligned with the school-based administrative appraisal system and will follow the
procedures identified above. See Appendix C for examples of Performance Appraisals.

RATING SCALE AND DESCRIPTORS

District based administrative appraisals are comprised of three parts, The following rating scale
will be used for the Initial, Formative, and Summative Assessments.

       Unacceptable            Unsatisfactory demonstration of the performance
                               responsibility; Improvement Plan must be
                               developed and successfully implemented
       Needs                   Less than satisfactory demonstration of the
       Improvement             performance responsibility; Improvement Plan
                               may be developed and successfully implemented
       Satisfactory            Meets expectation
       Above Expectation       Commendable performance; Highly effective
       Exemplary               Outstanding performance; Exceptional

Written comments by the evaluator shall accompany ratings of Unacceptable, Needs
Improvement, or Exemplary and may accompany all ratings. Data from multiple sources such
as direct observation, annual reports, and personnel assessment data should be used in the
assessment process.

                       DISTRICT BASED ASSESSMENT PROCEDURES

INITIAL ASSESSMENT

Prior to the 60th duty day of either initial employment or the new fiscal year, the supervisor
conducts the initial conference. Prior to the conference, the supervisor provides a copy of the
job description and Part 1 – Performance Responsibilities of the Administrative/Technical
Assessment Instrument to the incumbent to allow an opportunity to complete a self-assessment.
See Appendix C for the Administrative/Technical Assessment Instrument.

The rating scale is the basis for Initial Assessment. If the incumbent is in the first year of a new
position, a rating of NP for No Previous Experience may be given if the specific Performance
Responsibility was not a requirement of the previous job assignment. The purpose of this
conference is for the incumbent and the supervisor to review the appraisal process. When
appropriate, the incumbent and the supervisor also review data, such as previous appraisal
data or student performance data, that may serve to improve performance. In addition, the
supervisor and the incumbent collaborate and complete Part 1 - Performance Responsibilities


                                                64
and Part 2 Performance Standards to District Goals. The supervisor provides coaching to assist
the incumbent in addressing the performance standards.

Throughout the appraisal process, data from multiple sources, such as work site analysis,
management information system, annual reports, direct supervision, and customers, shall be
used to appraise the performance of administrative/technical employees. The supervisor utilizes
the data to prepare anecdotal notes based on the Performance Responsibilities of the particular
job and uses the anecdotal notes to conference with the incumbent.

If the incumbent has the responsibility of assessing the performance of instructional personnel,
then the supervisor must review the instructional assessment process. The Instructional
Personnel     Assessment      System      Procedures     Manual   can     be     accessed    at
https://www.ocps.net/es/hr/PDS/instructional/assessment/Pages/default.aspx. The Instructional
Personnel Assessment System Procedures Manual and the CTA Contract must be used as the
review. The use of the instructional assessment process becomes a part of Part 1 –
Performance Responsibilities during Initial, Formative, and Summative Assessment. See
Appendix D the Instructional Personnel Assessment System Procedures Manual.

If the incumbent is in the first year of a new position or if the incumbent receives a rating of
Unacceptable or Needs Improvement in any area, then a Formative Assessment must be
scheduled; however, any supervisor or the incumbent involved in the appraisal process may
request a Formative Assessment. Both the incumbent and the supervisor must sign and initial
the document. If at any time a change in job performance or other problem occurs, a conference
is held and the Performance Standard to District Goals and/or a Professional Improvement Plan
may be developed.           See Appendix E for the Professional Improvement Plan.
Administrative/technical employees are employed annually; recommendation for reappointment
and determination of salary increases may be based on performance.

MID-YEAR ASSESSMENT

In order to provide support during the early stages of a new appointment, the Mid-Year
Assessment is required for incumbents who are in their first year of a new position. In addition,
the Formative Assessment is required for incumbents who received a rating of Unacceptable or
Needs Improvement during the Initial Assessment; however, any supervisor or the incumbent
involved in the appraisal process may request a Formative Assessment.

Prior to the 150th duty day of the fiscal year, the supervisor and the incumbent conference to
review the Administrative/Technical Assessment Instrument and to complete Parts1 and 2- Mid-
Year Assessment. Both the supervisor and the incumbent may present relevant artifacts and/or
performance data to facilitate the Formative Assessment. The supervisor provides feedback and
coaching to assist the incumbent in addressing the Performance Standard to District Goals,
especially if ratings of Unacceptable or Needs Improvement are given. The Overall
Performance Rating is not meant to be an average of all ratings, but an overall assessment of
the effectiveness of the incumbentin meeting Performance Responsibilities and the
Performance Standard to District Goals. If at any time a change in job performance or other
problem occurs, a conference is held and the Performance Standard to District Goals and/or a
Professional Improvement Plan may be developed. Administrative/technical employees are
employed annually; recommendation for reappointment and determination of salary increases
may be based on performance. Both the incumbent and the supervisor must initial and date the
document.




                                               65
FINAL ASSESSMENT

The Summative Assessment is required for all technical/administrative employees. Prior to the
last duty day of the fiscal year, the supervisor and the incumbent conference to review the
Administrative/Technical Assessment Instrument and to complete Parts 1, 2, and 3 – Overall
Assessment. The Overall Performance Rating is not meant to be an average of all ratings, but
an overall assessment of the effectiveness of the incumbentin meeting Performance
Responsibilities and Performance Standard to District Goals.

If the Mid-Year Assessment resulted in ratings of Unacceptable or Needs Improvement, the
Final Assessment shall be conducted prior to the recommendation for reappointment for the
subsequent fiscal year, and the recommendation for reappointment is based on the Summative
Assessment. Administrative/technical employees are employed annually; recommendation for
reappointment and determination of salary increases may be based on performance. Both the
incumbent and the supervisor must initial and date the document.


                          APPRAISAL DUE PROCESS GUIDELINES
                           All Administrative/Technical Employees


The procedures used as performance appraisal for administrative/technical personnel are
consistent with F.S. 1012.34. The performance appraisal process includes the following
procedural guidelines:

•   All administrative personnel shall be informed of the criteria and procedures associated with
    the assessment procedures before the assessment takes place.

•   A written report of each assessment shall be made and a copy thereof shall be given to the
    employee no later than 10 days after the assessment takes place.

•   The written report of assessment shall be discussed with the employee by the person
    responsible for preparing the report.

•   The employee shall have the right to initiate a written response to the assessment and the
    response shall become a permanent attachment to his/her personnel file.

•   Both the incumbent and the supervisor shall retain a copy of the completed
    Administrative/Technical Performance Appraisal Instrument. The originals shall be collected
    by the appropriate cabinet member who verifies that all assessments have been completed
    in accordance with F.S. 1012.34(5) and shall be forwarded to the Chief of Staff The Chief of
    Staff shall ensure that the appraisal instruments are retained in personnel files in
    accordance with F.S. 119.07 and 1012.34.




                                               66
                                                                                   APPENDIX A

      ADMINISTRATOR FEEDBACK SURVEY GUIDELINES
The Administrator Feedback Guidelines and Survey were developed as a result of Florida
Statute 1012.34(5) which states:

       The superintendent shall develop a mechanism for evaluating the effective use of
       assessment criteria and evaluation procedures by administrators who are assigned
       responsibility for evaluating the performance of instructional personnel. The use of
       the assessment and evaluation procedures shall be considered as part of the
       annual assessment of the administrator’s performance. The system must include
       a mechanism to give parents and teachers an opportunity to provide input into the
       administrator’s performance assessment, when appropriate.


All administrators who are assigned the responsibility for evaluating the performance of
instructional personnel shall utilize the Administrator Feedback Survey annually. During the
second semester, each principal shall include the following statement in the school newsletter to
parents:

       Our goal is for students to learn and achieve. We invite you to give your input on
       our instructional program. By contacting your principal, you may request an
       Administrative Feedback Survey for any administrator who is assigned the
       responsibility for evaluating the performance of instructional personnel.

In addition, during a third grading period faculty meeting, the principal shall distribute to
teachers a list containing the names of administrators who are responsible for evaluating the
performance of instructional personnel and the survey. The survey shall be completed and
collected in an anonymous fashion. Site administrators have the option of adding another site-
developed survey; however, the attached Administrator Feedback Survey must be utilized. The
Administrator Feedback Survey shall be used by the specific administrator as a self-renewing
process and shall be the basis for a response to teachers. The administrator may discuss the
Administrator Feedback Survey with his/her supervisor.




                                               67
                    ADMINISTRATOR FEEDBACK SURVEY


Administrator                                       Work Location

Title                                               Date


Complete the survey for administrators who are responsible for evaluating the performance of
instructional personnel by circling the appropriate response using the following scale:

        5   Strongly agree
        4   Agree
        3   Neutral or undecided
        2   Seldom agree
        1   Never agree

5   4   3   2   1     1.   Communicates expectations to teachers

5   4   3   2   1     2.   Encourages professional growth/development of teachers

5   4   3   2   1     3.   Encourages high academic standards of students

5   4   3   2   1     4.   Maintains a safe and orderly environment

5   4   3   2   1     5.   Has a proactive leadership style

5   4   3   2   1     6.   Uses public relations for continuous improvement of the school

5   4   3   2   1     7.   Demonstrates enthusiasm

5   4   3   2   1     8.   Is resourceful

5   4   3   2   1     9.   Is willing to be of assistance in a timely manner

5   4   3   2   1     10. Applies student discipline effectively

5   4   3   2   1     11. Is well organized

5   4   3   2   1     12. Is highly visible on campus


Comments




                                               68
           SAMPLE

      JOB DESCRIPTIONS

           PRINCIPAL
     ASSISTANT PRINCIPAL
SENIOR DIRECTOR, COMPENSATION




             69
                              Orange County Public Schools                         APPENDIX B
                                      Job Description

                                     SCHOOL PRINCIPAL


QUALIFICATIONS

1.   Master’s degree from an accredited institution
2.   Certificated as a School Principal in the State of Florida
3.   Three years successful teaching experience
4.   Demonstrated success working with and through people, in establishing goals, objectives
     and action plans to produce expected ends/results.

KNOWLEDGE, SKILLS AND ABILITIES

Knowledge of teaching and learning processes. Knowledge of organization and management
theory and practice. Knowledge and commitment to decentralized decision-making and
accountability for results that facilitate creative processes toward achievement of district
expected results. Knowledge of school finance, budget development and implementation, and
support services delivery systems. Knowledge of and ability to work with labor relations and
collective bargaining agreements. Ability to work and communicate effectively with people to
focus resources (both human and financial) toward the achievement of district expected results.
Ability to facilitate group processes in consensus building, conflict resolution, planning and
decision-making. Understands that quality teaching and learning are the essential processes
and product of public schools and has the ability to focus human and financial resources toward
this end.

REPORTS TO:

Area Superintendent

JOB GOAL:

To manage the school and its human and material resources to achieve district priorities and
produce evidence of effective teaching and all students learning.

SUPERVISES:

Assistant principal’s, teachers and support staff assigned to his/her school

MACHINES, TOOLS, EQUIPMENT:

Machines, tools, equipment, electronic devices, vehicles, etc., used in this position. Telephone,
Computer, (Personal Computer and Mainframe), Automobile, Copier




                                                70
PHYSICAL REQUIREMENTS:

Describes physical conditions of this position.

Light Work: Exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force
frequently. If the use of arm and/or leg controls requires exertion of forces greater than that for
sedentary work and the worker sits most of the time, the job is rated as Light Work.

PHYSICAL ACTIVITY:

Physical activities of this position. Percent of a typical day involved in each applicable activity is
noted.

Percentage
70             Sitting: Resting with the body supported by the buttocks or thighs.

10             Standing: Assuming an upright position on the feet, particularly for sustained
               periods of time.

10             Walking: Moving about on foot to accomplish tasks, particularly for long
               distances.

5              Bending: Lowering the body forward from the waist.

5              Reaching: Extending hand(s) and arm(s) in any direction.

5              Lifting: Raising objects from a lower to a higher position or moving objects
               horizontally from position-to-position through the use of the upper extremities and
               back muscles exerting up to 10 pounds of force.

80             Finger Dexterity: Picking, pinching, typing or otherwise working primarily with
               fingers rather than with the whole hand or arm.

70             Grasping: Applying pressure to an object with the fingers and palm.

90             Talking: Expressing or exchanging ideas by means of the spoken word. Those
               activities in which detailed or important spoken instructions must be conveyed
               accurately, loudly or quickly.

90             Hearing Acuity: The ability to perceive speech and other environmental sounds
               at normal loudness levels.

90             Visual Acuity: The power to see at a level which allows reading of numbers and
               text, operation of equipment, inspection of machines, etc.

Note: Will total more than 100 percent as several activities may be performed at one time.




                                                  71
WORKING CONDITIONS:

Conditions the worker will be subject to in this position.

Indoors and Outdoors: The worker is subject to both environmental conditions.
Activities occur inside and outside.

PERFORMANCE RESPONSIBILITIES: MANAGING SCHOOL OPERATIONS

*     Manifests a professional code of ethics and values
*     Manages all operations and functions of his/her school consistent with district policy and
      district priorities.
*     Develops and administers policies that provide a safe and effective learning environment.
*     Is visible in his/her school community and recognized as the educational leader
*     Serves as a member of the Area Superintendent’s team and participates in the Learning
      Community’s planning, development and evaluation.
*     Keeps the Area Superintendent informed of current school critical issues and incidents
      about which he/she should be aware.
*     Uses a variety of problem solving techniques and decision making skills to resolve problems
*     Communicates and interacts effectively with all stakeholders in the community
*     Follows the district’s policies and procedures as related to all HRMD guidelines, executive
      limitations, and ends policies
*     Follows the district’s policies and procedures as related to fixed assets.
*     Models the routine, intentional and effective use of technology in daily work, including
      communications, organization and management tasks.
*     Responsible for keeping up to date on current technology being used by OCPS. With the
      support of the district, attends training to ensure skill level in various technologies is at the
      level required to perform in current position.
*     Responsible for self development and keeping up to date with current research, trends and
      best practices relevant to area of responsibility.
*     Responsible for maintaining timely and accurate information and accountable for the quality
      of information maintained by those they supervise.
•     Performs other relevant duties and responsibilities assigned by the supervisor.

* Essential Performance Responsibilities

PERFORMANCE RESPONSIBILITIES STANDARDS:

1.0      Student Achievement
4.0      Faculty Development

TERMS OF EMPLOYMENT:

Nonbargaining unit compensation plan, twelve months, 8.0 hours per day.

EVALUATION:

Performance of this job will be evaluated in accordance with provisions of the Board’s policy on
evaluation of personnel with focus on accountability for holding principals accountable for
effective teaching and learning that produces district expected results.




                                                   72
                               Orange County Public Schools
                                     Job Description

                              SCHOOL ASSISTANT PRINCIPAL


QUALIFICATIONS

5.   Master’s degree from an accredited institution
6.   Three years successful teaching experience
7.   Demonstrated success working with and through people, in establishing goals, objectives
     and action plans to produce expected ends/results.

KNOWLEDGE, SKILLS AND ABILITIES

Knowledge of teaching and learning processes. Knowledge of organization and management
theory and practice. Knowledge and commitment to decentralized decision-making and
accountability for results that facilitate creative processes toward achievement of district
expected results. Knowledge of school finance, budget development and implementation, and
support services delivery systems. Knowledge of and ability to work with labor relations and
collective bargaining agreements. Ability to work and communicate effectively with people to
focus resources (both human and financial) toward the achievement of district expected results.
Ability to facilitate group processes in consensus building, conflict resolution, planning and
decision-making. Understands that quality teaching and learning are the essential processes
and product of public schools and has the ability to focus human and financial resources toward
this end.

REPORTS TO:

School Principal

JOB GOAL:

To manage the school and its human and material resources to achieve district priorities and
produce evidence of effective teaching and all students learning.

SUPERVISES:

Teachers and support staff assigned to his/her school

MACHINES, TOOLS, EQUIPMENT:

Machines, tools, equipment, electronic devices, vehicles, etc., used in this position. Telephone,
Computer, (Personal Computer and Mainframe), Automobile, Copier




                                               73
PHYSICAL REQUIREMENTS:

Describes physical conditions of this position.

Light Work: Exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force
frequently. If the use of arm and/or leg controls requires exertion of forces greater than that for
sedentary work and the worker sits most of the time, the job is rated as Light Work.

PHYSICAL ACTIVITY:

Physical activities of this position. Percent of a typical day involved in each applicable activity is
noted.

Percentage
70             Sitting: Resting with the body supported by the buttocks or thighs.

10             Standing: Assuming an upright position on the feet, particularly for sustained
               periods of time.

10             Walking: Moving about on foot to accomplish tasks, particularly for long
               distances.

5              Bending: Lowering the body forward from the waist.

5              Reaching: Extending hand(s) and arm(s) in any direction.

5              Lifting: Raising objects from a lower to a higher position or moving objects
               horizontally from position-to-position through the use of the upper extremities and
               back muscles exerting up to 10 pounds of force.

80             Finger Dexterity: Picking, pinching, typing or otherwise working primarily with
               fingers rather than with the whole hand or arm.

70             Grasping: Applying pressure to an object with the fingers and palm.

90             Talking: Expressing or exchanging ideas by means of the spoken word. Those
               activities in which detailed or important spoken instructions must be conveyed
               accurately, loudly or quickly.

90             Hearing Acuity: The ability to perceive speech and other environmental sounds
               at normal loudness levels.

90             Visual Acuity: The power to see at a level which allows reading of numbers and
               text, operation of equipment, inspection of machines, etc.

Note: Will total more than 100 percent as several activities may be performed at one time.




                                                  74
WORKING CONDITIONS:

Conditions the worker will be subject to in this position.

Indoors and Outdoors: The worker is subject to both environmental conditions. Activities occur
inside and outside.

PERFORMANCE RESPONSIBILITIES: MANAGING SCHOOL OPERATIONS

*     Manifests a professional code of ethics and values
*     As delegated by the Principal, manages the daily operations and functions of the school
      consistent with district policy and district priorities.
*     Administers policies that provide a safe and effective learning environment.
*     Communicates the school’s vision, mission and priorities to the community
*     Serves as a member of the principal’s Leadership Team and participates in the school’s
      planning, development and evaluation.
*     Keeps the Principal informed of current school critical issues and incidents about which
      he/she should be aware.
*     Makes decisions in a timely fashion using the best available data
*     Communicates and interacts effectively with all stakeholders in the community
*     Plans and schedules one’s own and others’ work so that priorities and goals can be met
*     As designated by the Principal, supervises and assesses teachers and staff in terms of their
      performance and responsibilities in the achievement of school goals and district priorities.
*     As designated by the Principal, develops and implements a school-based induction plan to
      meet the needs of teachers in the OCPS Comprehensive new Teacher Induction Program
*     Pursues improvement of personal professional development
*     Models the routine, intentional and effective use of technology in daily work, including
      communications, organization and management tasks.
*     In the absence of the Principal, assumes responsibility for the total operation of the school
      and the welfare of the teachers, staff and students
*     Responsible for keeping up to date on current technology being used by OCPS. With the
      support of the district, attends training to ensure skill level in various technologies is at the
      level required to perform in current position.
*     Responsible for self development and keeping up to date with current research, trends and
      best practices relevant to area of responsibility.
*     Responsible for maintaining timely and accurate information and accountable for the quality
      of information maintained by those they supervise.
•     Performs other relevant duties and responsibilities assigned by the supervisor.

* Essential Performance Responsibilities

PERFORMANCE RESPONSIBILITIES STANDARDS

1.0      Student Achievement
4.0      Faculty Development

TERMS OF EMPLOYMENT:

Nonbargaining unit compensation plan, twelve months, 8.0 hours per day.




                                                   75
EVALUATION:

Performance of this job will be evaluated in accordance with provisions of the Board’s policy on
evaluation of personnel with focus on accountability for holding assistant principals accountable
for effective teaching and learning that produces district expected results.




                                               76
                                  Orange County Public Schools
                                        Job Description

                       SENIOR DIRECTOR, COMPENSATION SERVICES


QUALIFICATIONS:

1. Bachelor’s Degree in Business, Human Resources or related area from an accredited
   institution. Master’s degree preferred.
2. Seven years administrative experience in Human Resources with emphasis in
   Compensation design and administration for a large organization, public entity preferred.
3. Managerial experience required.
4. Certified Compensation Professional (CCP) designation highly desirable.
5. Demonstrated success working with and through people in establishing goals, objectives
   and action plans to produce expected results.

KNOWLEDGE, SKILLS AND ABILITIES:

Excellent communication skills, both verbal and written; ability to work with people of all cultural
      backgrounds; knowledge of various pay plans including, but not limited to merit pay, incentive and
      variable pay, performance pay and skill-based pay. Knowledge of union negotiation methodologies
      and ability to develop and carry out compensation plans, strategies and initiatives. Ability to
      research various methodologies for obtaining data and information relative to compensation issues.
      Must be knowledgeable in pay plan design including systemic compensation structure and
      processes; ability to design and implement innovative compensation plans. Proficiency in Excel
      and Word software applications. Knowledgeable in federal, state and district statutes and school
      board policies as relates to compensation departmental functions; must have demonstrated
      leadership and ability to manage a departmental budget.

REPORTS TO:

Senior Executive Director, Human Resources

JOB GOAL:

To direct and have authority to manage all OCPS district compensation programs and strategies in
      support of achieving district priorities and desired ends/results.

SUPERVISES:

Director, Compensation Services and administrative support

MACHINES, TOOLS, EQUIPMENT:

Machines, tools, equipment, electronic devices, vehicles, etc., used in this position. Telephone,
Computer, (Personal Computer and Mainframe), Automobile, Copier




                                                  77
PHYSICAL REQUIREMENTS:

Describes physical conditions of this position.

Light Work: Exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force
frequently. If the use of arm and/or leg controls requires exertion of forces greater than that for
sedentary work and the worker sits most of the time, the job is rated as Light Work.

PHYSICAL ACTIVITY:

Physical activities of this position. Percent of a typical day involved in each applicable activity is
noted.

Percentage
70     Sitting: Resting with the body supported by the buttocks or thighs.
10     Standing: Assuming an upright position on the feet, particularly for sustained periods of
       time.
10     Walking: Moving about on foot to accomplish tasks, particularly for long distances.
5      Bending: Lowering the body forward from the waist.
5      Reaching: Extending hand(s) and arm(s) in any direction.
5      Lifting: Raising objects from a lower to a higher position or moving objects horizontally
       from position-to-position through the use of the upper extremities and back muscles
       exerting up to 10 pounds of force.
80     Finger Dexterity: Picking, pinching, typing or otherwise working primarily with fingers
       rather than with the whole hand or arm.
70     Grasping: Applying pressure to an object with the fingers and palm.
90     Talking: Expressing or exchanging ideas by means of the spoken word. Those
       activities in which detailed or important spoken instructions must be conveyed
       accurately, loudly or quickly.
90     Hearing Acuity: The ability to perceive speech and other environmental sounds at
       normal loudness levels.
90     Visual Acuity: The power to see at a level which allows reading of numbers and text,
       operation of equipment, inspection of machines, etc.

Note: Will total more than 100 percent as several activities may be performed at one time.

WORKING CONDITIONS:

Conditions the worker will be subject to in this position.

Indoors and Outdoors: The worker is subject to both environmental conditions. Activities occur
inside and outside.

PERFORMANCE RESPONSIBILITIES:
* Manifests a professional code of ethics and values.
* Models the routine, intentional and effective use of technology in daily work, including
  communications, organization and management tasks.
* Develop, plan and direct the district’s compensation strategies and activities designed to
  enhance OCPS’ ability to attract, hire and motivate qualified employees.
* Direct compensation activities associated with instructional and non-instructional unions.




                                                  78
*   Evaluate and develop opportunities for enhancing compensation communications
    throughout the district.
*   Coordinate with Fiscal Services compensation expenditures having significant fiscal impact
    to the district.
*   Design and complete any compensation related studies conducted on behalf of the district.
*   Direct the department’s participation in conducting and participating in salary surveys for
    obtaining and sharing compensation market data for decision making.
*   Oversee the development of salary schedules, pay plans, job descriptions, documents,
    board resolutions and data analysis related to compensation.
*   Direct the development and maintenance of statistical reports related to the district’s
    compensation strategies and activities including unemployment compensation.
*   Attend school board meetings when related issues are being considered by the Board.
*   Stay abreast and current on compensation design, innovations, laws and regulations related
    to compensation.
*   Implement compensation related technology to enhance operational efficiencies.
*   Plan and direct a system of feedback and assessment of compensation services as
    perceived by the users of these services.
*   Keep the Senior Executive Director, Human Resources informed of critical issues within the
    department and incidents about which she should be aware.
*   Serve as a supporting and contributing member of the Human Resources Division.
*   Follow the district’s policies and procedures as related to all HRMD guidelines, executive
    limitations, the ends policies, the district’s instructional initiatives, and the school district’s
    charter guidelines
*   Follow the district’s policies and procedures as related to fixed assets.
*   Responsible for self development and keeping up to date on current research, trends and
    best practices relevant to areas of responsibility.
*   Develop leadership in subordinates.
*   Responsible for keeping up to date on current technology being used by OCPS. With the
    support of the district, attends training to ensure skill level in various technologies is at the
    level required to perform in current position.
*   Responsible for maintaining timely and accurate information and accountable for the quality
    of information maintained by those they supervise.
•   Perform other relevant duties and responsibilities as assigned by the supervisor.

* Essential Performance Responsibilities

TERMS OF EMPLOYMENT:

Non-bargaining unit compensation plan, twelve months, 8.0 hours per day.

EVALUATION:

Performance of this job will be evaluated in accordance with provisions of the Board’s policy on
evaluation of personnel.




                                                  79
             SAMPLE

PERFORMANCE APPRAISAL INSTRUMENTS

            PRINCIPAL
       ASSISTANT PRINCIPAL
  SENIOR DIRECTOR, COMPENSATION




               80
                                                                                                                   APPENDIX C
                                           ORANGE COUNTY PUBLIC SCHOOLS
                                       ADMINISTRATIVE/TECHNICAL ACCOUNTABILITY
                                         PERFORMANCE APPRAISAL INSTRUMENT
                                                  SCHOOL PRINCIPAL


Name                                                 Supervisor

Work Location                       Personnel #                                         School Year


The School Principal is the district’s and Learning Community’s primary link with teachers, students and parents. It is with and
through principals that the district will accomplish its desired results. Therefore, the district’s success and the Learning
Community’s success are tied to the success of each school and its achievement of the district’s priorities.

Consistent with the above, the Area Superintendent will evaluate the performance of each School Principal in his/her Learning
Community. The evaluation will encompass three areas as outlined below:




                      Evaluation Component                        Evaluation Standard


                      Part I - Performance Responsibilities           Meeting Expectations
                         Managing School Operations                   Not Meeting Expectations


                      Part II - District Goals                        Meeting Expectations
                         Intense Focus on Student Achievement         Partially Meeting Expectations
                         High-performing and Dedicated Team           Not Meeting Expectations
                         Safe Learning and Working Environment
                         Efficient Operations
                         Sustained Community Engagement


                      Part III - Performance Standards                Exemplary
                         Student Achievement                          Proficient
                         Faculty Development                          Progressing
                                                                      Not Meeting Standards
8/22/2008
School Principal
Part I – PERFORMANCE RESPONSIBILITIES – MANAGING SCHOOL OPERATIONS

                                                           Initial                     Mid-Year                         Final

                                                   Meeting      Not Meeting      Meeting      Not Meeting      Meeting      Not Meeting
                                                 Expectations   Expectations   Expectations   Expectations   Expectations   Expectations

Manifests a professional code of ethics and
values

Comments:


Manages all operations and functions of
his/her school consistent with district policy
and district priorities
Comments:



Develops and administers policies that provide
a safe and effective learning environment
Comments:



Is visible in his/her school community and
recognized as the educational leader
Comments:




8/22/2008
School Principal
                                                            Initial                     Mid-Year                         Final

                                                    Meeting      Not Meeting      Meeting      Not Meeting      Meeting      Not Meeting
                                                  Expectations   Expectations   Expectations   Expectations   Expectations   Expectations

Serves as a member of the Area
Superintendent’s team and participates in the
Learning Community’s planning, development
and evaluation.

Comments:



Keeps the Area Superintendent informed of
current school critical issues and incidents
about which he/she should be aware.

Comments:



Uses a variety of problem solving techniques
and decision making skills to resolve problems

Comments:



Communicates and interacts effectively with all
stakeholders in the community

Comments:




8/22/2008
School Principal
                                                             Initial                     Mid-Year                         Final

                                                     Meeting      Not Meeting      Meeting      Not Meeting      Meeting      Not Meeting
                                                   Expectations   Expectations   Expectations   Expectations   Expectations   Expectations

Follows the district’s policies and procedures
as related to all HRMD guidelines

Comments:



Follows the district’s policies and procedures
as related to fixed assets
Comments:



Models the routine, intentional and effective
use of technology in daily work, including
communications,       organization       and
management tasks
Comments:



Responsible for self development and keeping
up to date with current research, trends and
best   practices    relevant  to    area   of
responsibility.

Comments:



Responsible for keeping up to date on current
technology being used by OCPS. With the
support of the district, attends training to
ensure skill level in various technologies is at
the level required to perform in the current
position.

8/22/2008
School Principal
Comments:



Responsible for maintaining timely and
accurate information and accountable for the
quality of information maintained by those they
supervise.
Comments:



Performs      other    relevant   duties    and
responsibilities assigned by the supervisor
Comments:




8/22/2008
School Principal
                                                              DISTRICT GOALS

PART II – PERFORMANCE STANDARDS TO DISTRICT GOALS

Select two strategies from your School Improvement Plan that demonstrate achievement of essential outcomes and related District Goals.

                                                               Need                                                 Measured
                                                            determined                                                 by
 District Goals             Strategies/Initiatives              by                  Essential Outcomes                          Expectations

Intense Focus on                                                                                                                 Meeting
Student                                                                                                                          Partially
Achievement                                                                                                                      Not Meeting


High-performing                                                                                                                  Meeting
and Dedicated                                                                                                                    Partially
Team                                                                                                                             Not Meeting


Safe Learning                                                                                                                    Meeting
Environment                                                                                                                      Partially
                                                                                                                                 Not Meeting


Efficient                                                                                                                        Meeting
Operations                                                                                                                       Partially
                                                                                                                                 Not Meeting


Sustained                                                                                                                        Meeting
Community                                                                                                                        Partially
Engagement                                                                                                                       Not Meeting




Comments:                                                                                                                          Initial

Comments:                                                                                                                          Mid-Year

Comments:                                                                                                                          Final




                                                                      86
                               Part III: Leadership Appraisal Matrix for Principals
                               Orange County Public Schools, Orlando, Florida

Leadership Dimension                 Exemplary                              Proficient                          Progressing               Not Meeting Standards


1.0 Student Achievement

1.1 Student               In addition to proficient,           Goals and strategies reflect a clear   The leader has established        The goals are neither
Achievement               routinely shares examples of         relationship between the actions of    goals related to student          measurable nor specific.
                          specific leadership, teaching, and   teachers and leaders and the impact    achievement that are specific     The leader focuses more
                          curriculum strategies that are       on student achievement. Results        and measurable, but these         on student characteristics
                          associated with improved student     show steady improvements based on      efforts have yet to result in     than on the actions of the
                          achievement. Other leaders in the    these leadership initiatives.          improved student achievement.     teachers and leaders in
                          system credit this leader with                                                                                the system.
                          sharing ideas, coaching teachers
                          and leaders, and providing
                          technical assistance to implement
                          successful new initiatives.

1.2 Student               In addition to proficient,           The leader hits the numbers, meeting   There is some evidence of         Indifferent to the data, this
achievement results       Consistent record of improved        performance goals for student          improvement, but insufficient     leader blames students,
                          student achievement on multiple      achievement. The average of the        evidence of changes in            families, and external
                          indicators of student success.       student population improves as does    leadership, teaching, and         characteristics.
                          Student success occurs not only      the achievement of each group of       curriculum that will create the   This leader does not
                          on the overall averages, but in      students who have previously been      improvements necessary to         believe that student
                          each group of historically           identified as needing improvement.     achieve student performance       achievement can improve.
                          disadvantaged students. Explicit                                            goals.                            This leader has not taken
                          use of previous data indicates                                                                                decisive action to change
                          that the leader has focused on                                                                                time, teacher assignment,
                          improving performance. In areas                                                                               curriculum, leadership
                          of previous success, the leader                                                                               practices, or other
                          aggressively identifies new                                                                                   variables in order to
                          challenges, moving proficient                                                                                 improve student
                          performance to the exemplary                                                                                  achievement.
                          level. Where new challenges
                          emerge, the leader highlights the
                          need, creates effective
                          interventions, and reports
                          improved results.


                                                                                87
     Leadership                   Exemplary                             Proficient                      Progressing            Not Meeting Standards
     Dimension

1.0 Student Achievement

1.3 Student             In addition to proficient,         Student achievement reports           Required report cards are     Standard report cards
achievement reporting   reports at all levels extend far   include not only traditional report   delivered in a timely and     with letter grades are
to students, parents,   beyond the report card to          cards and grades, but also            accurate manner. Faculty      provided. Any
teachers, and other     include standards achievement      standards, achievement reports,       members and administrators    relationship between
leaders                 reports, detailing student         detailing student performance on      can explain relationship of   grades and standards is
                        performance on standards.          standards, as a part of each          grades to standards where     a matter of the teacher’s
                        Faculty meetings and               reporting period.                     required.                     individual discretion.
                        professional development
                        meetings are focused on the
                        locally produced academic
                        reports, and there is clear
                        evidence of changes in
                        leadership, teaching, and
                        curriculum as a response to
                        these analyses.
                        Reports of academic
                        achievement can be produced
                        at any time, and for students
                        who require particular
                        assistance, the frequency of
                        academic achievement
                        reporting is increased.




                                                                                     88
     Leadership                  Exemplary                              Proficient                      Progressing            Not Meeting Standards
     Dimension

1.0 Student Achievement

1.4 Use of student     In addition to proficient,          Clear evidence of changes in         Participation in data-driven   Indifference to data, no
achievement data to    There is clear evidence of the      curriculum, teaching, and            decision making seminars,      changes in schedule,
make instructional     use of state, district, building,   leadership based on data.            and limited evidence of        instruction, curriculum,
leadership decisions   and classroom data to make          Data wall in evidence and both       changes based on data.         or leadership compared
                       specific and observable             leader and teachers refer to it in                                  to the previous year.
                       changes in teaching,                order to inform instructional                                       The data screams
                       curriculum, and leadership          decisions.                                                          “change!” and the
                       decisions. The leader regularly                                                                         leader’s actions say
                       shares with other leaders and                                                                           “everything is just fine.”
                       teachers both successes and
                       failures based on local data
                       analysis.
                       The data wall is the focal point
                       of both formal and informal
                       leadership and faculty
                       discussions.




                                                                                  89
1.5 Understanding of      In addition to proficient,        Each academic standard has been Standards are posted and         Classroom curriculum is
student requirements      academic standards are used       analyzed and translated into     required training has been      a matter of individual
and academic              and shared with other             student-accessible language.     conducted.                      discretion, and the
standards                 buildings.                        Academic standards are widely                                    leader is hesitant to
                           Every faculty meeting and        shared by faculty members and                                    intrude or is indifferent
                          staff development forum is        visible throughout the building.                                 to decisions in the
                          focused on student                The link between standards and                                   classroom that are at
                          achievement, including            student performance in evidence                                  variance from the
                          reviews of individual student     from the posting of proficient                                   requirements of
                          work compared to standards.       student work throughout the                                      academic standards.
                                                            building.

1.6 Understanding of      In addition to proficient,        Specific evidence of specific       Leader is aware of            Leader is unaware of or
present levels of         There is evidence of decisive     changes based on student            classroom, school, state and indifferent to the data.
student performance       changes in teacher                performance data is visible and     district results, and has
based on consistent       assignments and curriculum        readily available. Leader can       discussed those results with
assessments that          based on student performance      demonstrate student learning as     staff. Specific decisions are
reflect local and state   data. Case studies of effective   the driving force for curriculum,   not routinely based on data.
academic standards        and ineffective decisions are     instruction, and institutional
                          shared frequently with faculty    decision-making. Specific
                          and with other leaders and        decisions are routinely based on
                          throughout the district.          data.




                                                                                  90
Leadership Dimension              Exemplary                            Proficient                        Progressing            Not Meeting Standards

1.0 Student Achievement

1.7 Decisions in        In addition to proficient, the    The leader uses multiple data          The leader is aware of        The leader is unaware
teacher assignment,     leader uses multiple data         sources, including state and           classroom, school, state and or indifferent to the data.
course content,         sources, including state,         district assessments, and has at       district results, has
schedule, and student   district, school, and classroom   least 2 years of data. The leader      discussed those results with
curriculum based on     assessments, and has at least     systematically examines data at        staff, but specific decisions
specific needs for      three years of data. The leader   the subscale level to find strengths   regarding teacher
improved student        systematically examines data      and challenges. The leader can         assignments, course
achievement             at the subscale level to find     specifically document examples of      content, schedule, and
                        strengths and challenges.         decisions in teaching, assignment,     student curriculum are not
                        The leader empowers teaching      curriculum, assessment, and            systematically or routinely
                        and administrative staff to       intervention that have been made       linked to the data
                        draw inferences from data.        on the basis of data analysis.
                        Data insights are regularly the
                        subject of faculty meetings and
                        professional development
                        sessions. The leader can
                        specifically document
                        examples of decisions in
                        teaching, assignment,
                        curriculum, assessment, and
                        intervention that have been
                        made on the basis of data
                        analysis. The leader has
                        coached other school leaders
                        in other schools to improve
                        their data analysis skills.




                                                                                91
Leadership Dimension             Exemplary                           Proficient                       Progressing             Not Meeting Standards


4.0 Faculty Development

                       In addition to proficient, the   The leader engages in coaching to Leader is able to identify          The leader views
                       leader is deliberate in          improve teaching and learning.      certain effective instructional   classroom observations
                       establishing development                                             strategies.                       as an obligation to make
                       structures that conform to the   The leader is receptive to                                            sure teachers are
                       National Staff Development       innovative teaching strategies and Leader completes the               teaching and students
                       Council standards.               practices and the willingness to    observation process and           are on task; evidence of
                                                        facilitate new approaches to        specifies effective teaching      \coaching and
                       Leader coaches other leaders     instruction through action          strategies and provides           mentoring, if any, does
                       on successful observation        research. Leader monitors           feedback that is either           not provide insights into
4.1 Coaching and       strategies. Leader is seen by    classroom visits in which the       corrective or accurate.           strategies and practices
Mentoring              the teaching staff as capable    actual activity corresponds to the                                    that add value to
                       of coaching them to improve      planned activity. Leader actively                                     teacher practices;
                       yet willing to hold them         coaches instructional staff for                                       documents often contain
                       accountable for performance      improvement of classroom                                              mistakes or are not
                       that is not considered           practice. System has been                                             implemented in a timely
                       acceptable.                      developed that provides for regular                                   manner.
                                                        observation of classrooms.
                       Leader has demonstrated          Observations are not just used for
                       leadership with evidence that    rating purposes; they are also
                       all 12 NSDC Standards for        used for coaching and
                       Professional Development         professional development
                       have been implemented at the     opportunities.
                       site. Multiple examples exist
                       that verify a standards-based    The leader has organized faculty
                       professional learning            into an effective learning
                       community in context, process,   community, as measured by
                       and content.                     alignment of IPDP goals and
                                                        activities with those of the school
                                                        and district.




                                                                               92
Leadership Dimension                 Exemplary                           Proficient                       Progressing           Not Meeting Standards

4.0 Faculty Development

                           In addition to proficient, the    The leader has collaborated to       The leader is aware of the    Professional
                           leader has also demonstrated      create individualized professional   differentiated needs of       development is typically
4.2 Understanding of       a record of tailor-made           development plans for each faculty   faculty and staff members,    “one size fits all” and
faculty proficiencies      professional development          and staff member, and                and there are a few           there is little or no
and needs for further      opportunities linked to the       professional development             instances of differentiated   evidence of recognition
development                needs of each staff member,       activities reflect the prioritized   professional development.     of individual faculty
                           including certified and non-      needs of these plans.                                              needs.
                           certified staff.
                           The leader personally
                           participates in professional
                           development to demonstrate a
                           commitment to life-long
                           learning. The leader routinely
                           shares professional
                           development opportunities with
                           other schools, departments,
                           districts, and organizations in
                           order to build the professional
                           knowledge opportunities of the
                           entire community.

                           In addition to the proficient,    The leader devotes faculty       The leader sometimes              The leader generally
                           the leader is also an active      meetings to professional         devotes faculty meetings to       stopped acquiring new
4.3 Personal               participant in teacher-led        development, not announcements. professional development           information after
participation in leading   professional development,                                          and occasionally shares           completing graduate
professional               demonstrating with a              The leader personally leads      personal learning                 school, and displays
development                commitment of time and            professional development several experiences with                  little or no evidence of
                           intellect that the leader is a    times each year.                 colleagues.                       new learning or sharing
                           learner and is willing to learn                                                                      that learning with
                           from colleagues on a regular                                                                         colleagues.
                           basis.
                           The leader routinely shares
                           learning experiences with
                           other leaders and colleagues
                           throughout the system.




                                                                                  93
Leadership Dimension             Exemplary                            Proficient                      Progressing          Not Meeting Standards

4.0 Faculty Development

4.4 Formal and         In addition to proficient, the     The leader provides formal          The leader adheres to the    Formal feedback is
informal feedback to   leader possesses all the           feedback consistent with the        personnel policies in        formulaic and
colleagues with the    attributes of “proficient”         district personnel policies, and    providing formal feedback,   unspecific.
exclusive purpose of   performance and also applies       provides informal feedback to       although the feedback is     Informal feedback is
improving individual   creative forms of feedback.        reinforce good performance and      only occasionally used to    rare and more likely to
and organizational     Examples are consistent            highlight the strengths of          improve organizational       be associated with
performance            nomination of employees for        colleagues.                         performance.                 negative than positive
                       recognition and awards, letters    Feedback is explicitly linked to                                 behavior.
                       of commendation, and               organizational goals and both the
                       personal messages of               leader and employees can cite
                       admiration.                        examples of where feedback is
                       The entire organization reflects   used to improve individual and
                       the leader’s relentlessly          organizational performance.
                       positive reinforcement, and
                       performance by individuals
                       and the organization reflects
                       the leader’s focus on
                       recognition that is accurate,
                       timely, and specific.
                       The leader balances individual
                       recognition with team and
                       organization-wide recognition.




                                                                                   94
                                                  Principal’s Overall Assessment


Performance Responsibilities - Managing School Operations


       Meeting Expectations      Not Meeting Expectations*



*Comments______________________________________________________________________________________________________

________________________________________________________________________________________________________________


District Goals


       Meeting Expectations     Partially Meeting Expectations          Not Meeting Expectations*



*Comments


Performance Standards


                                 Exemplary*               Proficient              Progressing       Not Meeting Standards*

Student Achievement

*Comments______________________________________________________________________________________________________

________________________________________________________________________________________________________________

Faculty Development


*Comments______________________________________________________________________________________________________
________________________________________________________________________________________________________________


                                                                   95
                                             (Please initial & date)
                                   Initial         Midpoint            Final


Area Superintendent’s Signature


Principal’s Signature




                                  96
                                              ORANGE COUNTY PUBLIC SCHOOLS
                                          ADMINISTRATIVE/TECHNICAL ACCOUNTABILITY
                                            PERFORMANCE APPRAISAL INSTRUMENT
                                                 SCHOOL ASSISTANT PRINCIPAL

Name                                                  Supervisor

Work Location                       Personnel #                                            School Year

The School Assistant Principal is the school’s primary link with teachers, students and parents. It is with and through assistant
principals that the school will accomplish its desired results. Therefore, the school’s success and the Learning Community’s success
are tied to the success of each school and its achievement of the district’s priorities.

Consistent with the above, the School Principal will evaluate the performance of each Assistant Principal in his/her school. The
evaluation will encompass three areas as outlined below:



                         Evaluation Component                            Evaluation Standard


                         Part I - Performance Responsibilities              Meeting Expectations
                            Managing School Operations                      Not Meeting Expectations


                         Part II - District Goals                           Meeting Expectations
                            Intense Focus on Student Achievement            Partially Meeting Expectations
                            High-performing and Dedicated Team              Not Meeting Expectations
                            Safe Learning and Working Environment
                            Efficient Operations
                            Sustained Community Engagement


                         Part III - Performance Standards                   Exemplary
                            Student Achievement                             Proficient
                            Faculty Development                             Progressing
                                                                            Not Meeting Standards



                                                                    97
Part I – PERFORMANCE RESPONSIBILITIES – MANAGING SCHOOL OPERATIONS

                                                            Initial                     Mid-Year                         Final

                                                    Meeting      Not Meeting      Meeting      Not Meeting      Meeting      Not Meeting
                                                  Expectations   Expectations   Expectations   Expectations   Expectations   Expectations

Manifests a professional code of ethics and
values
Comments:

As delegated by the Principal, manages the
daily operations and functions of the school
consistent with district policy and district
priorities.
Comments:

Administers policies that provide a safe and
effective learning environment.
Comments:

Communicates the school’s vision, mission
and priorities to the community.
Comments:

Serves as a member of the principal’s
Leadership Team and participates in the
school’s    planning, development   and
evaluation.
Comments:

Keeps the Principal informed of current school
critical issues and incidents about which
he/she should be aware.
Comments:

Makes decisions in a timely fashion using the
best available data.
Comments:


Communicates and interacts effectively with all
stakeholders in the community.

                                                                         98
                                                             Initial                     Mid-Year                         Final

                                                     Meeting      Not Meeting      Meeting      Not Meeting      Meeting      Not Meeting
                                                   Expectations   Expectations   Expectations   Expectations   Expectations   Expectations

Comments:

Plans and schedules one’s own and others’
work so that priorities and goals can be met.
Comments:

As designated by the Principal, supervises and
assesses teachers and staff in terms of their
performance and responsibilities in the
achievement of school goals and district
priorities.
Comments:

As designated by the Principal, develops and
implements a school-based induction plan to
meet the needs of teachers in the OCPS
Comprehensive new Teacher Induction
Program.
Comments:

Performs      other    relevant   duties     and
responsibilities assigned by the supervisor.
Comments:
     
Responsible for self development and keeping
up to date with current research, trends and
best   practices    relevant  to    area   of
responsibility.

Comments:

Models the routine, intentional and effective
use of technology in daily work, including
communications,       organization       and
management tasks.
Comments:



                                                                          99
                                                          Initial                     Mid-Year                         Final

                                                  Meeting      Not Meeting      Meeting      Not Meeting      Meeting      Not Meeting
                                                Expectations   Expectations   Expectations   Expectations   Expectations   Expectations

In the absence of the Principal, assumes
responsibility for the total operation of the
school and the welfare of the teachers, staff
and students.
Comments:




                                                                      100
                                                              DISTRICT GOALS

PART II – PERFORMANCE STANDARDS TO DISTRICT GOALS

Select two strategies from your School Improvement Plan that demonstrate achievement of essential outcomes and related District Goals.

                                                               Need                                                 Measured
                                                            determined                                                 by
 District Goals             Strategies/Initiatives              by                  Essential Outcomes                          Expectations

Intense Focus on                                                                                                                 Meeting
Student                                                                                                                          Partially
Achievement                                                                                                                      Not Meeting


High-performing                                                                                                                  Meeting
and Dedicated                                                                                                                    Partially
Team                                                                                                                             Not Meeting


Safe Learning                                                                                                                    Meeting
Environment                                                                                                                      Partially
                                                                                                                                 Not Meeting


Efficient                                                                                                                        Meeting
Operations                                                                                                                       Partially
                                                                                                                                 Not Meeting


Sustained                                                                                                                        Meeting
Community                                                                                                                        Partially
Engagement                                                                                                                       Not Meeting




Comments:                                                                                                                          Initial

Comments:                                                                                                                          Mid-Year

Comments:                                                                                                                          Final




                                                                      101
                   Part III: Leadership Appraisal Matrix for Assistant Principals
                         Orange County Public Schools, Orlando, Florida

     Leadership                 Exemplary                            Proficient                        Progressing            Not Meeting Standards
     Dimension

1.0 Student Achievement

1.1 Student           In addition to proficient,        Goals and strategies reflect a clear   The leader has established     The goals are neither
Achievement           routinely shares examples of      relationship between the actions of    goals related to student       measurable nor specific.
                      specific leadership, teaching,    teachers and leaders and the           achievement that are           The leader focuses
                      and curriculum strategies that    impact on student achievement.         specific and measurable, but   more on student
                      are associated with improved      Results show steady                    these efforts have yet to      characteristics than on
                      student achievement. Other        improvements based on these            result in improved student     the actions of the
                      leaders in the system credit      leadership initiatives.                achievement.                   teachers and leaders in
                      this leader with sharing ideas,                                                                         the system.
                      coaching teachers and
                      leaders, and providing
                      technical assistance to
                      implement successful new
                      initiatives.




                                                                             102
1.2 Student           In addition to proficient,         The leader hits the numbers,         There is some evidence of       Indifferent to the data,
achievement results   Consistent record of improved      meeting performance goals for        improvement, but insufficient   this leader blames
                      student achievement on             student achievement. The             evidence of changes in          students, families, and
                      multiple indicators of student     average of the student population    leadership, teaching, and       external characteristics.
                      success. Student success           improves as does the achievement     curriculum that will create     This leader does not
                      occurs not only on the overall     of each group of students who        the improvements necessary      believe that student
                      averages, but in each group of     have previously been identified as   to achieve student              achievement can
                      historically disadvantaged         needing improvement.                 performance goals.              improve.
                      students. Explicit use of                                                                               This leader has not
                      previous data indicates that the                                                                        taken decisive action to
                      leader has focused on                                                                                   change time, teacher
                      improving performance. In                                                                               assignment, curriculum,
                      areas of previous success, the                                                                          leadership practices, or
                      leader aggressively identifies                                                                          other variables in order
                      new challenges, moving                                                                                  to improve student
                      proficient performance to the                                                                           achievement.
                      exemplary level. Where new
                      challenges emerge, the leader
                      highlights the need, creates
                      effective interventions, and
                      reports improved results.




                                                                             103
     Leadership                   Exemplary                             Proficient                      Progressing            Not Meeting Standards
     Dimension

1.0 Student Achievement

1.3 Student             In addition to proficient,         Student achievement reports           Required report cards are     Standard report cards
achievement reporting   reports at all levels extend far   include not only traditional report   delivered in a timely and     with letter grades are
to students, parents,   beyond the report card to          cards and grades, but also            accurate manner. Faculty      provided. Any
teachers, and other     include standards achievement      standards, achievement reports,       members and administrators    relationship between
leaders                 reports, detailing student         detailing student performance on      can explain relationship of   grades and standards is
                        performance on standards.          standards, as a part of each          grades to standards where     a matter of the teacher’s
                        Faculty meetings and               reporting period.                     required.                     individual discretion.
                        professional development
                        meetings are focused on the
                        locally produced academic
                        reports, and there is clear
                        evidence of changes in
                        leadership, teaching, and
                        curriculum as a response to
                        these analyses.
                        Reports of academic
                        achievement can be produced
                        at any time, and for students
                        who require particular
                        assistance, the frequency of
                        academic achievement
                        reporting is increased.




                                                                                 104
     Leadership                  Exemplary                              Proficient                      Progressing            Not Meeting Standards
     Dimension

1.0 Student Achievement

1.4 Use of student     In addition to proficient,          Clear evidence of changes in         Participation in data-driven   Indifference to data, no
achievement data to    There is clear evidence of the      curriculum, teaching, and            decision making seminars,      changes in schedule,
make instructional     use of state, district, building,   leadership based on data.            and limited evidence of        instruction, curriculum,
leadership decisions   and classroom data to make          Data wall in evidence and both       changes based on data.         or leadership compared
                       specific and observable             leader and teachers refer to it in                                  to the previous year.
                       changes in teaching,                order to inform instructional                                       The data screams
                       curriculum, and leadership          decisions.                                                          “change!” and the
                       decisions. The leader regularly                                                                         leader’s actions say
                       shares with other leaders and                                                                           “everything is just fine.”
                       teachers both successes and
                       failures based on local data
                       analysis.
                       The data wall is the focal point
                       of both formal and informal
                       leadership and faculty
                       discussions.




                                                                                 105
1.5 Understanding of      In addition to proficient,        Each academic standard has been Standards are posted and         Classroom curriculum is
student requirements      academic standards are used       analyzed and translated into     required training has been      a matter of individual
and academic              and shared with other             student-accessible language.     conducted.                      discretion, and the
standards                 buildings.                        Academic standards are widely                                    leader is hesitant to
                           Every faculty meeting and        shared by faculty members and                                    intrude or is indifferent
                          staff development forum is        visible throughout the building.                                 to decisions in the
                          focused on student                The link between standards and                                   classroom that are at
                          achievement, including            student performance in evidence                                  variance from the
                          reviews of individual student     from the posting of proficient                                   requirements of
                          work compared to standards.       student work throughout the                                      academic standards.
                                                            building.

1.6 Understanding of      In addition to proficient,        Specific evidence of specific       Leader is aware of            Leader is unaware of or
present levels of         There is evidence of decisive     changes based on student            classroom, school, state and indifferent to the data.
student performance       changes in teacher                performance data is visible and     district results, and has
based on consistent       assignments and curriculum        readily available. Leader can       discussed those results with
assessments that          based on student performance      demonstrate student learning as     staff. Specific decisions are
reflect local and state   data. Case studies of effective   the driving force for curriculum,   not routinely based on data.
academic standards        and ineffective decisions are     instruction, and institutional
                          shared frequently with faculty    decision-making. Specific
                          and with other leaders and        decisions are routinely based on
                          throughout the district.          data.




                                                                                 106
Leadership Dimension              Exemplary                            Proficient                        Progressing            Not Meeting Standards

1.0 Student Achievement

1.7 Decisions in        In addition to proficient, the    The leader uses multiple data          The leader is aware of        The leader is unaware
teacher assignment,     leader uses multiple data         sources, including state and           classroom, school, state and or indifferent to the data.
course content,         sources, including state,         district assessments, and has at       district results, has
schedule, and student   district, school, and classroom   least 2 years of data. The leader      discussed those results with
curriculum based on     assessments, and has at least     systematically examines data at        staff, but specific decisions
specific needs for      three years of data. The leader   the subscale level to find strengths   regarding teacher
improved student        systematically examines data      and challenges. The leader can         assignments, course
achievement             at the subscale level to find     specifically document examples of      content, schedule, and
                        strengths and challenges.         decisions in teaching, assignment,     student curriculum are not
                        The leader empowers teaching      curriculum, assessment, and            systematically or routinely
                        and administrative staff to       intervention that have been made       linked to the data
                        draw inferences from data.        on the basis of data analysis.
                        Data insights are regularly the
                        subject of faculty meetings and
                        professional development
                        sessions. The leader can
                        specifically document
                        examples of decisions in
                        teaching, assignment,
                        curriculum, assessment, and
                        intervention that have been
                        made on the basis of data
                        analysis. The leader has
                        coached other school leaders
                        in other schools to improve
                        their data analysis skills.




                                                                          107
Leadership Dimension             Exemplary                           Proficient                       Progressing             Not Meeting Standards


4.0 Faculty Development

                       In addition to proficient, the   The leader engages in coaching to Leader is able to identify          The leader views
                       leader is deliberate in          improve teaching and learning.      certain effective instructional   classroom observations
                       establishing development                                             strategies.                       as an obligation to make
                       structures that conform to the   The leader is receptive to                                            sure teachers are
                       National Staff Development       innovative teaching strategies and Leader completes the               teaching and students
                       Council standards.               practices and the willingness to    observation process and           are on task; evidence of
                                                        facilitate new approaches to        specifies effective teaching      \coaching and
                       Leader coaches other leaders     instruction through action          strategies and provides           mentoring, if any, does
                       on successful observation        research. Leader monitors           feedback that is either           not provide insights into
4.1 Coaching and       strategies. Leader is seen by    classroom visits in which the       corrective or accurate.           strategies and practices
Mentoring              the teaching staff as capable    actual activity corresponds to the                                    that add value to
                       of coaching them to improve      planned activity. Leader actively                                     teacher practices;
                       yet willing to hold them         coaches instructional staff for                                       documents often contain
                       accountable for performance      improvement of classroom                                              mistakes or are not
                       that is not considered           practice. System has been                                             implemented in a timely
                       acceptable.                      developed that provides for regular                                   manner.
                                                        observation of classrooms.
                       Leader has demonstrated          Observations are not just used for
                       leadership with evidence that    rating purposes; they are also
                       all 12 NSDC Standards for        used for coaching and
                       Professional Development         professional development
                       have been implemented at the     opportunities.
                       site. Multiple examples exist
                       that verify a standards-based    The leader has organized faculty
                       professional learning            into an effective learning
                       community in context, process,   community, as measured by
                       and content.                     alignment of IPDP goals and
                                                        activities with those of the school
                                                        and district.




                                                                              108
Leadership Dimension                 Exemplary                           Proficient                       Progressing           Not Meeting Standards

4.0 Faculty Development

                           In addition to proficient, the    The leader has collaborated to       The leader is aware of the    Professional
                           leader has also demonstrated      create individualized professional   differentiated needs of       development is typically
4.2 Understanding of       a record of tailor-made           development plans for each faculty   faculty and staff members,    “one size fits all” and
faculty proficiencies      professional development          and staff member, and                and there are a few           there is little or no
and needs for further      opportunities linked to the       professional development             instances of differentiated   evidence of recognition
development                needs of each staff member,       activities reflect the prioritized   professional development.     of individual faculty
                           including certified and non-      needs of these plans.                                              needs.
                           certified staff.
                           The leader personally
                           participates in professional
                           development to demonstrate a
                           commitment to life-long
                           learning. The leader routinely
                           shares professional
                           development opportunities with
                           other schools, departments,
                           districts, and organizations in
                           order to build the professional
                           knowledge opportunities of the
                           entire community.

                           In addition to the proficient,    The leader devotes faculty       The leader sometimes              The leader generally
                           the leader is also an active      meetings to professional         devotes faculty meetings to       stopped acquiring new
4.3 Personal               participant in teacher-led        development, not announcements. professional development           information after
participation in leading   professional development,                                          and occasionally shares           completing graduate
professional               demonstrating with a              The leader personally leads      personal learning                 school, and displays
development                commitment of time and            professional development several experiences with                  little or no evidence of
                           intellect that the leader is a    times each year.                 colleagues.                       new learning or sharing
                           learner and is willing to learn                                                                      that learning with
                           from colleagues on a regular                                                                         colleagues.
                           basis.
                           The leader routinely shares
                           learning experiences with
                           other leaders and colleagues
                           throughout the system.




                                                                                  109
Leadership Dimension             Exemplary                            Proficient                      Progressing          Not Meeting Standards

4.0 Faculty Development

4.4 Formal and         In addition to proficient, the     The leader provides formal          The leader adheres to the    Formal feedback is
informal feedback to   leader possesses all the           feedback consistent with the        personnel policies in        formulaic and
colleagues with the    attributes of “proficient”         district personnel policies, and    providing formal feedback,   unspecific.
exclusive purpose of   performance and also applies       provides informal feedback to       although the feedback is     Informal feedback is
improving individual   creative forms of feedback.        reinforce good performance and      only occasionally used to    rare and more likely to
and organizational     Examples are consistent            highlight the strengths of          improve organizational       be associated with
performance            nomination of employees for        colleagues.                         performance.                 negative than positive
                       recognition and awards, letters    Feedback is explicitly linked to                                 behavior.
                       of commendation, and               organizational goals and both the
                       personal messages of               leader and employees can cite
                       admiration.                        examples of where feedback is
                       The entire organization reflects   used to improve individual and
                       the leader’s relentlessly          organizational performance.
                       positive reinforcement, and
                       performance by individuals
                       and the organization reflects
                       the leader’s focus on
                       recognition that is accurate,
                       timely, and specific.
                       The leader balances individual
                       recognition with team and
                       organization-wide recognition.




                                                                               110
                                          Assistant Principal’s Overall Assessment

Performance Responsibilities - Managing School Operations

      Meeting Expectations     Not Meeting Expectations*



*Comments




District Goals

      Meeting Expectations   Partially Meeting Expectations        Not Meeting Expectations*


*Comments

Performance Standards

                                Exemplary*            Proficient             Progressing       Not Meeting Standards*

Student Achievement

*Comments



Faculty Development


*Comments




                                                              111
                                              (Please initial & date)

                                    Initial         Mid-Year            Final


Principal’s Signature


Assistant Principal’s Signature




                                  112
                                                                                                                    SAMPLE
                                                  ORANGE COUNTY PUBLIC SCHOOLS
                                              ADMINISTRATIVE/TECHNICAL ACCOUNTABILITY
                                                PERFORMANCE APPRAISAL INSTRUMENT
                                              SENIOR DIRECTOR, COMPENSATION SERVICES


Name                                                      Supervisor

Work Location                           Personnel #                                           School Year


The Senior Director, Compensation Services will develop, plan and direct the district’s compensation strategies and activities designed to enhance
OCPS’ ability to attract, hire and motivate qualified employees.

Consistent with the above, the Senior Executive Director, Human Resources will evaluate the performance of the Senior Director, Compensation
Services. The evaluation will encompass three areas as outlined below:


                                      Evaluation Component                             Evaluation Standard


                          Part I - Performance Responsibilities                  Meeting Expectations
                             Managing Departmental Operations                    Not Meeting Expectations


                          Part II - Integrated Business Plan                     Meeting Expectations
                          Performance Standards to District Goals                Partially Meeting Expectations
                             Intense Focus on Student Achievement                Not Meeting Expectations
                             High-performing and Dedicated Team
                             Safe Learning and Working Environment
                             Efficient Operations
                             Sustained Community Engagement

                          Part III - Overall Assessment                          Exemplary
                             Overall Performance Rating                          Above Expectation
                                                                                 Satisfactory
                                                                                 Needs Improvement
                                                                                 Unacceptable




                                                                       113
PART 1 – PERFORMANCE RESPONSIBILITIES – SENIOR DIRECTOR, COMPENSATION SERVICES

                                                               Initial                      Mid-Year                        Final
                                                      Meeting       Not Meeting      Meeting      Not Meeting      Meeting      Not Meeting
                                                    Expectations    Expectations   Expectations   Expectations   Expectations   Expectations
Manifests a professional code of ethics and
values.
Comments:

Models the routine, intentional and effective use
of technology in daily work, including
communications, organization and management
tasks.
Comments:

Develop, plan and direct the district’s
compensation strategies and activities designed
to enhance OCPS’ ability to attract, hire and
motivate qualified employees.
Comments:

Direct compensation activities associated with
instructional and non-instructional unions.
Comments:

Evaluate and develop opportunities for
enhancing compensation communications
throughout the district.
Comments:

Coordinate with Fiscal Services compensation
expenditures having significant fiscal impact to
the district.
Comments:

Design and complete any compensation related
studies conducted on behalf of the district.
Comments:




                                                                         114
                                                              Initial                      Mid-Year                        Final
                                                     Meeting       Not Meeting      Meeting      Not Meeting      Meeting      Not Meeting
                                                   Expectations    Expectations   Expectations   Expectations   Expectations   Expectations
Direct the department’s participation in
conducting and participating in salary surveys
for obtaining and sharing compensation market
data for decision making.
Comments:

Oversee the development of salary schedules,
pay plans, job descriptions, documents, board
resolutions and data analysis related to
compensation.
Comments:

Direct the development and maintenance of
statistical reports related to the district’s
compensation strategies and activities including
unemployment compensation.
Comments:

Attend school board meetings when related
issues are being considered by the Board.
Comments:

Stay abreast and current on compensation
design, innovations, laws and regulations
related to compensation.
Comments:

Implement compensation related technology to
enhance operational efficiencies.
Comments:

Plan and direct a system of feedback and
assessment of compensation services as
perceived by the users of these services.
Comments:




                                                                        115
                                                                  Initial                      Mid-Year                        Final
                                                         Meeting       Not Meeting      Meeting      Not Meeting      Meeting      Not Meeting
                                                       Expectations    Expectations   Expectations   Expectations   Expectations   Expectations
Keep the Senior Executive Director, Human
Resources informed of critical issues within the
department and incidents about which she
should be aware.
Comments:

Serve as a supporting and contributing member
of the Human Resources Division.
Comments:

Follow the district’s policies and procedures as
related to all HRMD guidelines, executive
limitations, the ends policies, the district’s
instructional initiatives, and the school district’s
charter guidelines.
Comments:

Follow the district’s policies and procedures as
related to fixed assets.
Comments:

Responsible for self development and keeping
up to date on current research, trends and best
practices relevant to areas of responsibility.
Comments:

Develop leadership in subordinates.
Comments:

Responsible for keeping up to date on current
technology being used by OCPS. With the
support of the district, attends training to ensure
skill level in various technologies is at the level
required to perform in current position.
Comments:




                                                                            116
                                                             Initial                      Mid-Year                        Final
                                                    Meeting       Not Meeting      Meeting      Not Meeting      Meeting      Not Meeting
                                                  Expectations    Expectations   Expectations   Expectations   Expectations   Expectations
Responsible for maintaining timely and accurate
information and accountable for the quality of
information maintained by those they supervise.

Comments:

Perform other duties as assigned by the
supervisor.
Comments:




                                                                       117
                                                         INTEGRATED BUSINESS PLAN


PART II – PERFORMANCE STANDARDS TO DISTRICT GOALS

Select two strategies or objectives from your Integrated Business Plan and related District Goals.

                                                                  Need                                     Measured
                                                               determined                                     by
 District Goals               Strategies/Initiatives               by                   Results/Outcomes              Expectations

Intense Focus on                                                                                                       Meeting
Student                                                                                                                Partially
Achievement                                                                                                            Not Meeting


High-performing                                                                                                        Meeting
and Dedicated                                                                                                          Partially
Team                                                                                                                   Not Meeting


Safe Learning                                                                                                          Meeting
Environment                                                                                                            Partially
                                                                                                                       Not Meeting


Efficient                                                                                                              Meeting
Operations                                                                                                             Partially
                                                                                                                       Not Meeting


Sustained                                                                                                              Meeting
Community                                                                                                              Partially
Engagement                                                                                                             Not Meeting




Comments:                                                                                                                Initial

Comments:                                                                                                                Mid-Year

Comments:                                                                                                                Final




                                                                        118
                                                             Overall Assessment
PART III


Performance Responsibilities - Senior Director, Compensation Services


       Meeting Expectations         Not Meeting Expectations*



*Comments


Business Plan


       Meeting Expectations        Partially Meeting Expectations        Not Meeting Expectations*



*Comments


Overall Performance Rating


            Exemplary            Above Expectation            Satisfactory          Needs Improvement*         Unacceptable*



*Comments

                                                                                     (Please initial & date)
                                                                        Initial            Mid-Year             Final


Senior Executive Director, Human Resources’ Signature


Senior Director, Compensation Services’ Signature


                                                                                                                               APPENDIX E
                                                                     119
                                         Orange County Public Schools
                                           Administrative/Technical

                                              Improvement Plan


Name                             Work Location                                         Supervisor


Statement of Objective(s)   Strategies                     Anticipated Outcomes                             Projected
                                                           and Documentation                                Completion Date




                                                                                            (Please initial & date)
                                                                                  Initial                       Final


Incumbent’s Signature                                   Initial Date


Supervisor’s Signature                                  Initial Date



                                                                                                                        APPENDIX F

                                                     120
                           Leadership Appraisal Matrix for Principals
                        Orange County Public Schools, Orlando, Florida

                                                                                 Not Meeting
Leadership Dimension                Exemplary         Proficient   Progressing
                                                                                  Standards

1.0 Student Achievement


2.0 Learning


3.0 Leadership Development


4.0 Faculty Development


5.0 Technology


6.0 Time/Task/Project Management


7.0 Communication


8.0 Personal Behavior


9.0 Decision Making


10.0 Resilience




                                                121
                         Leadership Appraisal Matrix for Principals
                      Orange County Public Schools, Orlando, Florida

    Leadership             Exemplary                         Proficient                    Progressing                Not Meeting
    Dimension                                                                                                          Standards

1.0 Student Achievement

1.1 Student        In addition to proficient,     Goals and strategies reflect a    The leader has               The goals are neither
Achievement        routinely shares examples      clear relationship between the    established goals related    measurable nor
                   of specific leadership,        actions of teachers and leaders   to student achievement       specific. The leader
                   teaching, and curriculum       and the impact on student         that are specific and        focuses more on
                   strategies that are            achievement. Results show         measurable, but these        student characteristics
                   associated with improved       steady improvements based on      efforts have yet to result   than on the actions of
                   student achievement. Other     these leadership initiatives.     in improved student          the teachers and
                   leaders in the system credit                                     achievement.                 leaders in the system.
                   this leader with sharing
                   ideas, coaching teachers
                   and leaders, and providing
                   technical assistance to
                   implement successful new
                   initiatives.




                                                                122
    Leadership               Exemplary                        Proficient                  Progressing               Not Meeting
    Dimension                                                                                                        Standards

1.0 Student Achievement

1.2 Student         In addition to proficient,      The leader hits the numbers,    There is some evidence     Indifferent to the data,
achievement results Consistent record of            meeting performance goals for   of improvement, but        this leader blames
                    improved student                student achievement. The        insufficient evidence of   students, families, and
                    achievement on multiple         average of the student          changes in leadership,     external
                    indicators of student           population improves as does     teaching, and curriculum   characteristics.
                    success. Student success        the achievement of each group   that will create the       This leader does not
                    occurs not only on the          of students who have            improvements necessary     believe that student
                    overall averages, but in        previously been identified as   to achieve student         achievement can
                    each group of historically      needing improvement.            performance goals.         improve.
                    disadvantaged students.                                                                    This leader has not
                    Explicit use of previous data                                                              taken decisive action
                    indicates that the leader has                                                              to change time,
                    focused on improving                                                                       teacher assignment,
                    performance. In areas of                                                                   curriculum, leadership
                    previous success, the                                                                      practices, or other
                    leader aggressively                                                                        variables in order to
                    identifies new challenges,                                                                 improve student
                    moving proficient                                                                          achievement.
                    performance to the
                    exemplary level. Where new
                    challenges emerge, the
                    leader highlights the need,
                    creates effective
                    interventions, and reports
                    improved results.




                                                                 123
    Leadership                Exemplary                         Proficient                    Progressing                Not Meeting
    Dimension                                                                                                             Standards

1.0 Student Achievement

1.3 Student           In addition to proficient,     Student achievement reports        Required report cards are   Standard report cards
achievement           reports at all levels extend   include not only traditional       delivered in a timely and   with letter grades are
reporting to          far beyond the report card     report cards and grades, but       accurate manner. Faculty    provided. Any
students, parents,    to include standards           also standards, achievement        members and                 relationship between
teachers, and other   achievement reports,           reports, detailing student         administrators can          grades and standards
leaders               detailing student              performance on standards, as       explain relationship of     is a matter of the
                      performance on standards.      a part of each reporting period.   grades to standards         teacher’s individual
                      Faculty meetings and                                              where required.             discretion.
                      professional development
                      meetings are focused on
                      the locally produced
                      academic reports, and there
                      is clear evidence of
                      changes in leadership,
                      teaching, and curriculum as
                      a response to these
                      analyses.
                      Reports of academic
                      achievement can be
                      produced at any time, and
                      for students who require
                      particular assistance, the
                      frequency of academic
                      achievement reporting is
                      increased.




                                                                    124
    Leadership                 Exemplary                         Proficient                    Progressing             Not Meeting
    Dimension                                                                                                           Standards

1.0 Student Achievement

1.4 Use of student    In addition to proficient,      Clear evidence of changes in       Participation in data-   Indifference to data,
achievement data to   There is clear evidence of      curriculum, teaching, and          driven decision making   no changes in
make instructional    the use of state, district,     leadership based on data.          seminars, and limited    schedule, instruction,
leadership            building, and classroom         Data wall in evidence and both     evidence of changes      curriculum, or
decisions             data to make specific and       leader and teachers refer to it    based on data.           leadership compared
                      observable changes in           in order to inform instructional                            to the previous year.
                      teaching, curriculum, and       decisions.                                                  The data screams
                      leadership decisions. The                                                                   “change!” and the
                      leader regularly shares with                                                                leader’s actions say
                      other leaders and teachers                                                                  “everything is just
                      both successes and failures                                                                 fine.”
                      based on local data
                      analysis.
                      The data wall is the focal
                      point of both formal and
                      informal leadership and
                      faculty discussions.

1.5 Understanding     In addition to proficient,      Each academic standard has   Standards are posted and       Classroom curriculum
of student            academic standards are          been analyzed and translated required training has          is a matter of
requirements and      used and shared with other      into student-accessible      been conducted.                individual discretion,
academic standards    buildings.                      language. Academic standards                                and the leader is
                       Every faculty meeting and      are widely shared by faculty                                hesitant to intrude or
                      staff development forum is      members and visible                                         is indifferent to
                      focused on student              throughout the building. The                                decisions in the
                      achievement, including          link between standards and                                  classroom that are at
                      reviews of individual student   student performance in                                      variance from the
                      work compared to                evidence from the posting of                                requirements of
                      standards.                      proficient student work                                     academic standards.
                                                      throughout the building.




                                                                     125
     Leadership                   Exemplary                        Proficient                     Progressing                  Not Meeting
     Dimension                                                                                                                  Standards

1.0 Student Achievement

1.6 Understanding of      In addition to proficient,    Specific evidence of specific      Leader is aware of             Leader is unaware of
present levels of         There is evidence of          changes based on student           classroom, school, state       or indifferent to the
student performance       decisive changes in teacher   performance data is visible and    and district results, and      data.
based on consistent       assignments and curriculum    readily available. Leader can      has discussed those
assessments that          based on student              demonstrate student learning       results with staff. Specific
reflect local and state   performance data. Case        as the driving force for           decisions are not
academic standards        studies of effective and      curriculum, instruction, and       routinely based on data.
                          ineffective decisions are     institutional decision-making.
                          shared frequently with        Specific decisions are routinely
                          faculty and with other        based on data.
                          leaders and throughout the
                          district.




                                                                      126
    Leadership                 Exemplary                        Proficient                   Progressing             Not Meeting
    Dimension                                                                                                         Standards

1.0 Student Achievement

1.7 Decisions in      In addition to proficient,      The leader uses multiple data    The leader is aware of    The leader is unaware
teacher assignment,   the leader uses multiple        sources, including state and     classroom, school, state  or indifferent to the
course content,       data sources, including         district assessments, and has    and district results, has data.
schedule, and         state, district, school, and    at least 2 years of data. The    discussed those results
student curriculum    classroom assessments,          leader systematically examines   with staff, but specific
based on specific     and has at least three years    data at the subscale level to    decisions regarding
needs for improved    of data. The leader             find strengths and challenges.   teacher assignments,
student achievement   systematically examines         The leader can specifically      course content, schedule,
                      data at the subscale level to   document examples of             and student curriculum
                      find strengths and              decisions in teaching,           are not systematically or
                      challenges.                     assignment, curriculum,          routinely linked to the
                      The leader empowers             assessment, and intervention     data
                      teaching and administrative     that have been made on the
                      staff to draw inferences        basis of data analysis.
                      from data. Data insights are
                      regularly the subject of
                      faculty meetings and
                      professional development
                      sessions. The leader can
                      specifically document
                      examples of decisions in
                      teaching, assignment,
                      curriculum, assessment,
                      and intervention that have
                      been made on the basis of
                      data analysis. The leader
                      has coached other school
                      leaders in other schools to
                      improve their data analysis
                      skills.




                                                                   127
     Leadership               Exemplary                          Proficient                     Progressing                Not Meeting
     Dimension                                                                                                              Standards

2.0 Learning

2.1 Personal         In addition to proficient,      Personal reading, learning, and     Occasional educational    Little or no evidence of
understanding of     and in addition to personal     teaching education and              research reading and      personal learning and
research trends in   reading that is wide and        leadership research trends are      some interest in personal research.
education and        deep in the fields of           evident and documented.             reading and learning. The
leadership           education and leadership                                            leaders is able to link
                     research, the leader                                                personal reading to some
                     contributes directly to                                             leadership actions
                     research, providing case
                     studies, experimental
                     results, and research
                     questions to serve the
                     interests of other leaders
                     and educational
                     organizations.

2.2 Personal         In addition to proficient,      Engages in professional             The leader actively          This leader might
Professional         this leader approaches          development that is directly        participates in              introduce a
Development Plan     every professional              linked to organizational needs.     professional                 professional
                     development opportunity         The priority is given to building   development, but it is       development program,
                     with a view toward              on personal leadership              reflective of a personal     but quickly leaves the
                     multidimensional impact.        strengths. The leader               agenda rather than the       room, sending the
                     Knowledge and skills are        personally attends and actively     strategic needs of the       signal to colleagues
                     shared throughout the           participates in the professional    organization. The leader     that “This really is not
                     organization and with other     development that is required of     attends professional         worth my time.” When
                     departments, schools, and       other leaders in the                development for              the leader does
                     districts. Rather than merely   organization. In the case of        colleagues, but does not     engage in personal
                     adopting the tools of           building principals, the leader     fully engage in it and set   professional
                     external professional           personally attends and actively     an example of active         development, it is
                     development, this leader        participates in the professional    participation.               likely to be a national
                     creates specific adaptations    development required of                                          conference selected
                     so that learning tools          teachers.                                                        for its location rather
                     become part of the culture                                                                       than its content or the
                     of the organization and are                                                                      strategic relationship
                     “home-grown” rather than                                                                         to organizational
                     externally generated.                                                                            needs.



                                                                    128
    Leadership               Exemplary                          Proficient                   Progressing           Not Meeting Standards
    Dimension

2.0 Learning

2.3 Professional    In addition to proficient,       Professional development plan    Professional development     By personal example,
Development Focus   the leader has                   has focused areas of emphasis    opportunities are            this leader endorses
                    demonstrated the ability to      and each of those areas is       somewhat related to the      the butterfly approach
                    integrate initiatives into one   linked to the organization’s     organizational objectives,   to professional
                    or two focus areas for           strategic objectives.            but there is no way of       development. Once a
                    professional development,                                         systematically assessing     subject has been
                    with extensive time in           Can identify specific            their impact. Participant    superficially
                    faculty meetings, grade          professional development         evaluations are the          addressed, then a
                    level meetings, department       offerings of past years that     primary criteria for         new fad is chased.
                    meetings, and staff              have been systematically         selection, so programs       Faculty requests are
                    development meetings all         reviewed and terminated          that are popular but         routinely approved
                    focused on intensive             because they failed to support   ineffective tend to be the   whether or not they
                    implementation of a few          organizational goals.            norm.                        are related to student
                    areas of learning.               Has a process for prior review                                achievement.
                                                     of new professional                                           Similarly, the leader’s
                    The leader is able to            development programs and                                      personal professional
                    document how professional        rigorously applies it to                                      development agenda
                    development activities as        applications for time and                                     is based on whim and
                    antecedents of excellence        funding.                                                      preference, not
                    with evidence of closing the                                                                   organizational needs.
                    learning gap for each        Professional development
                    subgroup.                    priorities are linked to the
                                                 needs of school based on
                                                 student achievement data.

                                                     Some evidence is available
                                                     that demonstrates how
                                                     professional development as
                                                     an antecedent has closed the
                                                     gap for one or more subgroups.




                                                                   129
     Leadership               Exemplary                           Proficient                  Progressing                Not Meeting
     Dimension                                                                                                            Standards

2.0 Learning

2.4 Application of   In addition to proficient,        There is clear evidence of the  The leader has given         Even on those rare
Learning             this leader provides              actual application of personal  intellectual assent to       occasions when this
                     evidence of the principle of      learning in the organization.   some important learning      leader engages in
                     leverage taking each                                              experiences, but can give    professional
                     learning opportunity and          This leader rigorously analyzes only a few specific          development, the
                     applying it throughout the        the cause when professional     examples of application to   purpose appears to be
                     organization. This leader         development implementation      the organization.            merely collecting
                     creates structures that           strategies have not produced                                 information rather than
                     assist faculty and staff to       desired results, and redirects                               reflecting on it and
                     engage in continuous              resources as needed.                                         applying it to the
                     improvement efforts on a                                                                       organization.
                     daily basis (cognitive                                                                         Professional
                     coaching, use of graphic                                                                       development is an
                     organizers, data analysis                                                                      expense, not an
                     tools, forms, checklists, self-                                                                investment in
                     assessments, and other                                                                         constructive
                     learning tools This leader                                                                     improvements.
                     regularly shares these
                     application tools with other
                     schools, departments, or
                     districts in order to
                     maximize the impact of the
                     leader’s personal learning
                     experience.




                                                                     130
    Leadership                  Exemplary                         Proficient                 Progressing                 Not Meeting
    Dimension                                                                                                             Standards

3.0 Leadership Development

3.1 Succession      In addition to proficient, the        The leader encourages       The leader identifies and     No evidence exists of
Planning            leader routinely identifies and       subordinates to             recruits potential leaders    developing leadership
                    recruits new leaders.                 participate in leadership   and provides them ample       in others.
                    The leader has specifically           development to              opportunity for release       The leader appears to
                    identified at least two new leaders   demonstrate leadership      time, appropriate training,   be indifferent to the
                    in the past year and entered them     proficiencies. and          and on-the-job                need for leadership in
                    into the ranks of leadership          develops opportunities at   experiences.                  the system.
                    training.                             the school through
                    The leader is noted for identifying   release time.
                    leaders from unexpected
                    sources, including helping            The leader also provides
                    potential leaders to find their own   appropriate coaching and
                    leadership strengths even when        mentoring to these
                    they had not initially considered a   potential leaders as
                    leadership career. The leader         follow-up and reflection
                    helps other leaders to identify and   on provided experiences.
                    recruit potential leadership
                    candidates.
                    The leader has demonstrated the
                    alignment of coaching and
                    mentoring efforts.




                                                                       131
    Leadership                   Exemplary                          Proficient                 Progressing            Not Meeting
    Dimension                                                                                                          Standards

3.0 Leadership Development

                       In addition to proficient, the     The leader has personally        The leader provides   The leader has not
                       leader has multiple professional   trained at least one             some training to      provided the
                       leaders who are ready to assume    professional who is capable of   professionals who     opportunities or
3.2 Strong             leadership responsibilities, and   replacing the leader today,      may, in time, be      coaching necessary to
professionals who      the leader has already             addressing skills, knowledge,    capable of            equip current
are capable of         established a track record of      dispositions and actions of      independently         professionals with the
immediately            placing former mentees in          leadership in the following      assuming a            skills necessary to
assuming leadership positions of leadership.              areas:                           leadership role.      assume additional
responsibility in this The leader continues to provide                                                           responsibilities and
school or other        guidance and mentorship to new,    Instructional Leadership                               there does not appear
buildings.             developing, and emerging           Vision                                                 to be a coherent and
                       leaders even when they are         Manages the Learning                                   consistent leadership
                       outside of the leader’s personal      Environment                                         training program in
                       span of leader-ship.               Community and Stakeholder                              place.
                       Multiple leaders throughout the    Partnerships
                       system cite this leader as a       Decision Making Strategies
                       mentor and reason for their        Diversity
                       success.                           Technology
                                                          Learning, Accountability, and
                                                          Assessment
                                                          Human Resource Development
                                                          Ethical Leadership




                                                                       132
     Leadership                   Exemplary                           Proficient                   Progressing             Not Meeting
     Dimension                                                                                                              Standards

3.0 Leadership Development

3.3 Evidence of        In addition to proficient, people   There is a clear pattern of         The leader             The leader reserves
delegation and trust   throughout the organization are     delegated decisions, with           sometimes              almost all decision-
in subordinate         empowered in formal and             authority to match responsibility   delegates, but also    making authority,
leaders                informal ways.                      at every level in the               maintains decision-    even on immaterial
                       Faculty members participate in      organization.                       making authority       matters. The leader
                       the facilitation of meetings and    The relationship of authority       that could be          does not afford
                       exercise leadership in              and responsibility and              delegated to others.   subordinates the
                       committees and task forces; other   delegation of authority is clear                           opportunity or support
                       employees, including non-           in personnel documents, such                               to develop or to
                       certified staff, exercise           as evaluations, and also in the                            exercise independent
                       appropriate authority and assume    daily conduct of meetings and                              judgment.
                       leadership roles where              organizational business.
                       appropriate.
                       The climate of trust and
                       delegation in this organization
                       contributes directly to the
                       identification and empowerment
                       of the next generation of
                       leadership.




                                                                         133
    Leadership               Exemplary                        Proficient                      Progressing                Not Meeting
    Dimension                                                                                                             Standards

4.0 Faculty Development

                    In addition to proficient,     The leader engages in               Leader is able to identify   The leader views
                    the                            coaching to improve teaching        certain effective            classroom
                    leader is deliberate in        and learning.                       instructional strategies.    observations as an
                    establishing development                                                                        obligation to make
                    structures that conform to   The leader is receptive to            Leader completes the         sure teachers are
                    the National Staff           innovative teaching strategies        observation process,         teaching and students
                    Development Council          and practices and the                 specifies effective          are on task; lack of
                    standards.                   willingness to facilitate new         teaching strategies and      evidence of coaching
                                                 approaches to instruction             provides feedback that is    and mentoring.
4.1 Coaching and    Leader coaches other         through action research.              either corrective or         Leader does not
Mentoring           leaders on successful        Leader monitors classroom             accurate.                    provide insights into
                    observation strategies.      visits in which the actual activity                                strategies and
                    Leader is seen by the        corresponds to the planned                                         practices that add
                    teaching staff as capable of activity. Leader actively                                          value to teacher
                    coaching them to improve     coaches instructional staff for                                    practices; documents
                    yet willing to hold them     improvement of classroom                                           often contain mistakes
                    accountable for              practice. System has been                                          or are not
                    performance that is not      developed that provides for                                        implemented in a
                    considered acceptable.       regular observation of                                             timely manner.
                                                 classrooms. Observations are
                    Leader has demonstrated      not just used for rating
                    leadership with evidence     purposes; they are also used
                    that all 12 NSDC Standards for coaching and professional
                    for Professional             development opportunities.
                    Development have been
                    implemented at the site.     The leader has organized
                    Multiple examples exist that faculty into an effective learning
                    verify a standards-based     community, as measured by
                    professional learning        alignment of IPDP goals and
                    community in context,        activities with those of the
                    process, and content.        school and district.




                                                                       134
    Leadership               Exemplary                       Proficient                    Progressing                 Not Meeting
    Dimension                                                                                                           Standards

4.0 Faculty Development

                    In addition to proficient,     The leader has collaborated to   The leader is aware of the    Professional
                    the leader has also            create individualized            differentiated needs of       development is
4.2 Understanding   demonstrated a record of       professional development plans   faculty and staff             typically “one size fits
of faculty          tailor-made professional       for each faculty and staff       members, and there are a      all” and there is little
proficiencies and   development opportunities      member, and professional         few instances of              or no evidence of
needs for further   linked to the needs of each    development activities reflect   differentiated professional   recognition of
development         staff member, including        the prioritized needs of these   development.                  individual faculty
                    certified and non-certified    plans.                                                         needs.
                    staff.
                    The leader personally
                    participates in professional
                    development to
                    demonstrate a commitment
                    to life-long learning. The
                    leader routinely shares
                    professional development
                    opportunities with other
                    schools, departments,
                    districts, and organizations
                    in order to build the
                    professional knowledge
                    opportunities of the entire
                    community.




                                                                     135
                       In addition to the               The leader devotes faculty    The leader sometimes       The leader generally
                       proficient, the leader is        meetings to professional      devotes faculty meetings   stopped acquiring
4.3 Personal           also an active participant in    development, not              to professional            new information after
participation in       teacher-led professional         announcements.                development and            completing graduate
leading professional   development,                                                   occasionally shares        school, and displays
development            demonstrating with a             The leader personally leads   personal learning          little or no evidence of
                       commitment of time and           professional development      experiences with           new learning or
                       intellect that the leader is a   several times each year.      colleagues.                sharing that learning
                       learner and is willing to                                                                 with colleagues.
                       learn from colleagues on a
                       regular basis.
                       The leader routinely shares
                       learning experiences with
                       other leaders and
                       colleagues throughout the
                       system.




                                                                           136
    Leadership                 Exemplary                         Proficient                    Progressing                Not Meeting
    Dimension                                                                                                              Standards

4.0 Faculty Development

4.4 Formal and         In addition to proficient,     The leader provides formal         The leader adheres to the   Formal feedback is
informal feedback to   the leader possesses all the   feedback consistent with the       personnel policies in       formulaic and
colleagues with the    attributes of “proficient”     district personnel policies, and   providing formal            unspecific.
exclusive purpose of   performance and also           provides informal feedback to      feedback, although the      Informal feedback is
improving individual   applies creative forms of      reinforce good performance         feedback is only            rare and more likely to
and organizational     feedback. Examples are         and highlight the strengths of     occasionally used to        be associated with
performance            consistent nomination of       colleagues.                        improve organizational      negative than positive
                       employees for recognition      Feedback is explicitly linked to   performance.                behavior.
                       and awards, letters of         organizational goals and both
                       commendation, and              the leader and employees can
                       personal messages of           cite examples of where
                       admiration.                    feedback is used to improve
                       The entire organization        individual and organizational
                       reflects the leader’s          performance.
                       relentlessly positive
                       reinforcement, and
                       performance by individuals
                       and the organization
                       reflects the leader’s focus
                       on recognition that is
                       accurate, timely, and
                       specific.
                       The leader balances
                       individual recognition with
                       team and organization-wide
                       recognition.




                                                                          137
    Leadership            Exemplary                        Proficient                    Progressing                 Not Meeting
    Dimension                                                                                                         Standards

5.0 Technology

5.1 Technology   In addition to proficient,     Technology planning integrated Technology plan aligned          Technology plan
Leadership and   technology plans are           into the school improvement    with district and state          focuses on hardware
Vision           focused on increased           plan and approved by the SAC. plan.                             acquisition.
                 student achievement.
                 These plans are based on       In addition to access for         Technology used for           Technology used
                 research, need, and proven     research, technology is used      internal tasks and            primarily for
                 instructional practices. The   for remediation and skill         communication.                administrative tasks.
                 plan is revised annually.      building. A planned schedule      Individual use by students    Student access
                                                identifies students and           for research and Internet     limited.
                 Students regularly use         prescribes times for effective    resources is available in a
                 technology to work with        computer use.                     centralized area.             Abdicates technology
                 peers and teachers                                                                             projects and decisions
                 propose, assess, and           Seeks outside sources such as     Additional funding for        to Tech Coordinator.
                 implement solutions to real    grants, foundations,              technology allocated from
                 world problems and higher      fundraising, donations or other   budget beyond PSTF.        Funding limited to
                 order thinking skills.         local sources for technology                                 Public School
                                                needs.                            Web page updated within Technology Funds
                 Faculty and staff actively                                       past 60 days, with current (PSTF)
                 seek and secure additional     The school web page is up to      school year information
                 technology funding through     date with current school          posted.                    Web page static, out
                 grants and community           information.                                                 of date or non
                 outreach.                                                                                   existent.
                                              The leader promotes, models
                 The school has a current,    and enforces the social, ethical,
                 parent/student friendly      and copyright issues
                 website. At least 50% of the associated with technology.
                 teachers have a web page
                 with current content.




                                                                    138
    Leadership            Exemplary                         Proficient                     Progressing                 Not Meeting
    Dimension                                                                                                           Standards

5.0 Technology

5.2 Personal     In addition to proficient,      Models the routine, intentional    Mastered some, but not       Technology use
proficiency      the leader serves as a          and effective use of technology    all of software required for limited to e-mail
                 resource to subordinates        in daily work, including           proficient performance.      communication.
                 and colleagues in               communications, organization
                 increasing operational          and management tasks.              This may include basic       Recognizes benefits
                 efficiency through the use of                                      word processing and          of technology in
                 technology.                     Demonstrates effective use of      spreadsheet operation.       school operations.
                                                 Inter and Intra net resources in
                 Maintains awareness of          order to find answers and          Has the ability to attach
                 emerging technologies and       research issues.                   and download files from
                 participates in job-related                                        e-mail and the Internet
                 learning using technology       Uses presentation software
                 resources.                      and peripherals with faculty
                                                 and community.




                                                                     139
Leadership Dimension               Exemplary                               Proficient                           Progressing             Not Meeting Standards

5.0 Technology
                         In addition to proficient, the       Able to examine ODA or Filemaker         Able to negotiate ODA or         Awareness of data
5.3 Teaching, Learning   Leader uses data to create           pro reports in order to make             Filemaker pro as well as         available on ODA or
   and assessment        instructional schedules and          instructional decisions for individual   generate reports with little     Filemaker Pro.
                         has trained faculty and staff to     students. Disaggregates data and         capacity to drill down for
                         examine student and staff            conferences with teachers to assist      specific outliers, or identify   Relies on district staff for
                         performance and patterns by          in identifying patterns in student       patterns in student              technology and data
                         grade, department, and student       achievement and strategy                 achievement or teacher           professional
                         subgroups.                           implementation. This data is used        implementation.                  development
                         The leader serves a resource to      to establish Individual Professional
                         other leaders as well as district    Development Plans.                       Uses District approved           Lack of focused
                         IT staff in the effective                                                     software                         approach on selection of
                         disaggregation of data,              Researches and purchases                                                  educational software
                         providing advice regarding the       educational software to meet the   Teachers participate in
                         types and effective utilization of   needs of diverse learners based on hands-on instruction with              Awareness of District
                         reports.                             data.                              follow-up activities                   student technology
                         Learning communities created                                                                                   standards.
                         among staff to provide support,      Teachers participate in workshops        Core area teachers address
                         coaching, and modeling, as           and conferences outside of the           Student technology               Majority of faculty
                         well as school-based mentoring       school or district.                      standards only with respect      demonstrate limited or no
                         to promote growth with respect                                                to SSS.                          use of technology for
                         to integrating technology.           Student technology standards are                                          lesson delivery
                         Student technology standards         addressed as a part of the school     Majority of faculty attempt to
                         integrated into lesson plans.        improvement plan                      use technology for lesson
                         Majority of teachers provide                                               delivery, and occasionally
                         exemplary model of technology        Majority of teachers use technology involve students in the
                         utilization for lesson delivery as   effectively for lesson delivery and   appropriate use of
                         well as collaborate via              facilitates students’ appropriate use technology.
                         technology beyond the                of technology.
                         boundaries of the school to
                         support learning.
                         Teachers develop and publish
                         digital content and provide
                         students with opportunities to
                         and share digital information
                         through intranet or Internet.




                                                                              140
     Leadership                     Exemplary                              Proficient                  Progressing                Not Meeting
     Dimension                                                                                                                     Standards

6.0 Time/Task/Project Management
                        In addition to proficient, the         The priorities of the              The leader is aware of      The leader is
                        priorities of the organization and     organization and the multi-task    organizational              unaware of or
6.1 Ability to multi-   this leader’s multi-task priorities    priorities are closely matched.    priorities, but the daily   indifferent to
task                    create a mirror image.                                                    emergencies                 organizational
while maintaining       Examination of projects                The leader regularly removes       frequently intrude into     priorities. Multi-
priorities.             implemented, goals achieved, and       tasks, or delegates tasks,         a focus on the              tasking, if it exists,
                        achievement gains reflect the          where there is an insufficient     priorities with little      is more about
                        priorities of the organization. The    link between the task and the      evidence of effective       putting out fires
                        leader not only removes diversions     leader’s and organization’s        multi-tasking to            than about
                        and obstacles confronting the          priorities.                        prevent or minimize         implementing
                        school, but also helps to focus the                                       such intrusions.            organizational
                        entire organization in the right way                                                                  priorities.
                        by carefully matching tasks to
                        priorities.
                        In addition to proficient, the         Projects are managed using         Projects are managed        Project
                        leader also uses project               clear and written lists of         using lists of              management is
                        management as a teaching device,       milestones, deadlines, and         milestones and              haphazard or
                        helping others in the organization     persons responsible.               deadlines, but are          nonexistent.
                        understand the interrelationship of    Project management                 infrequently updated
                        complex project milestones             documents are revised and          or monitored.
                        throughout the organization.           updated as milestones are
6.2 Complex             The leader uses complex project        achieved or deadlines are
projects have clear     management to build systems            changed.
objectives and          thinking throughout the                The leader under-stands the
coherent plans          organization.                          impact of a change in a
                        Project plans are visible so that      milestone or deadline on the
                        accomplishments are publicly           entire project, and
                        celebrated and project challenges      communicates those changes
                        are open for input from a wide         to the appropriate people in the
                        variety of sources.                    organization.
                        Successful Project results can be      Successful project and results
                        documented                             are evident.




                                                                     141
    Leadership                  Exemplary                              Proficient                Progressing            Not Meeting
    Dimension                                                                                                            Standards



6.0 Time/Task/Project Management




                    In addition to proficient,      Principal leverages knowledge    The leader sometimes         The leader has little
                    this leader regularly saves     of the budgeting process,        meets project deadlines,     or no record of
                    resources of time and           categories and funding           but only at the expense      keeping commitments
                    money for the organization,     sources to maximize all          of breaking the budget;      for schedules and
                    and proactively redeploys       available dollars to achieve     or meets budget, but fails   budgets.
6.3 Fiscal          those resources to help the     their strategic priorities.      to meet deadlines.
Stewardship         organization achieve its
                    strategic priorities. Results   The leader has a documented
                    indicate the positive impact    history of managing complex
                    of re-deployed resources in     projects, meets deadlines, and
                    achieving strategic             keeps budget commitments.
                    priorities.
                                                    The leader documents a
                    The leader has established      process to direct funds to
                    processes to leverage           increase student achievement
                    existing limited funds and      that is based on best practice
                    increase capacity through       and leveraging of antecedents
                    grants, donations, and          of excellence in resources,
                    community resourcefulness       time, and instructional
                                                    strategies.
7.0 Communication




                                                                 142
                     In addition to proficient,       Observations and                     Leader appears to listen      Leader hears what
                     Leader models open               documentation provided by the        to others, but often relies   other people have to
7.1 Listening and    communication. Leader            leader demonstrates that the         on interpretation of events   say, but relies on their
Analysis             listens purposefully and         Leader listens well, seeks           rather than seeking out       own interpretation.
                     actively. Leader is able to      mutual understanding, and            alternative perspectives      Leader does not
                     ‘read’ the situation and         welcomes sharing of                  and interpretation.           appear to
                     respond accordingly.             information. The leader has          Analysis of listening data    communicate openly,
                     Leader maintains listening       established an effective             occurs only rarely..          omitting key details
                     systems for major                communication plan,                                                and attempting to
                     stakeholders (parents,           communicates openly, and is                                        resolve challenges
                     teachers, students, patrons,     receptive to ideas from a                                          without input of
                     and staff), explicitly plans     variety of sources and                                             assistance from
                     analysis and reflection of       perspectives.                                                      others.
                     data, and establishes
                     structures that facilitate
                     responsive action based on
                     feedback and analysis.


     Leadership                   Exemplary                                Proficient                   Progressing             Not Meeting
     Dimension                                                                                                                   Standards

7.0 Communication

                     In addition to proficient,       The leader knows student             The leader knows many         The leader does not
7.2 Two-way          criteria, the leader goes to     names, regularly greets              student names, is visible     know students, avoids
communication with   exceptional lengths to listen    students by name, and is             and often greets students     student contact
students             to students. The listening       proactive in talking with and        by name, and talks with       except where
                     strategies may include           listening to students.               students frequently.          leadership presence
                     focus groups, surveys,                                                                              is required, and
                     student advisory                 The leader is particularly visible                                 retreats to the office
                     committees, and numerous         at the beginning and end of the                                    during most occasions
                     one-to-one student               school day and during all other                                    where students are
                     conversations.                   times when students are                                            likely to be present.
                     Discussions with students        present.                                                           Many students do not
                     reveal that they know that                                                                          know the leader’s
                     the leader will listen to them   The leaders handles crisis                                         name or recognize the
                     and treat them with respect.     communication and conflict                                         leader on sight.
                                                      resolution effectively.




                                                                     143
7.3 Two-way          In addition to proficient, the   Faculty meetings include open, Typically limits listening to   Faculty meetings
communication with   leader actively engages in       two-way discussions. Faculty     questions during faculty      consist of the reading
faculty and staff    “active listening” to the        members regularly have the       meetings.                     of announcements
                     faculty and staff.               opportunity for one-to-one                                     with little or no
                     The leader’s calendar            meetings with the leader. The                                  interaction.
                     reflects numerous individual     leader knows all staff members
                     and small group meetings         and makes an effort to
                     with staff at every level, not   recognize the personal and
                     just with the direct reports.    individual contribution each one
                     Bus drivers, cafeteria           makes.
                     workers, first-year teachers
                     all report confidence in their
                     ability to gain a respectful
                     hearing from the leader.




                                                                    144
    Leadership               Exemplary                       Proficient                    Progressing              Not Meeting
    Dimension                                                                                                        Standards

7.0 Communication

                     In addition to proficient,   Conducts frequent interactions     Parents and community     Parents and
                     clear evidence of parent-    with parents and community         members receive a         community members
7.4 Two-way          and community-centered       members, including                 respectful hearing when   have little or no role to
communication with   communication, including     newsletters, personal briefings,   they initiative the       play in leadership
parents and          open forums, focus groups,   personal visits and calls, and     conversation.             decision-making.
community            surveys, personal visits,    the use of technology (voice
                     and extensive use of         mail, hot lines, e-mail, Web
                     technology.                  sites) where appropriate. Clear
                     Decisions in curriculum,     evidence of decisions based on
                     leadership, staffing,        input from parent and
                     assessment, and school       community members.
                     appearance reflect parent
                     and community
                     involvement.
                     Survey data suggest that
                     parents and community
                     members feel empowered
                     and supportive of
                     educational objectives.




                                                                145
     Leadership             Exemplary                          Proficient                      Progressing                Not Meeting
     Dimension                                                                                                             Standards

7.0 Communication

                    In addition to proficient,     Leader selects from a wide           The leader understands       The principal is not
                    the leader has established a   range of communication               the impact of poverty,       cognizant of the
                    process to welcome new-        strategies, including a variety of   race, and non-English        dramatic cultural,
                    comers to school and to        written, oral, and electronic        speaking families upon       societal, economic,
                    quickly establish language     means to communicate vision,         students, but has yet to     and demographic
                    supports for individual        learning activities, student         identify and implement       makeup of their
                    students whose background      achievement status, and other        effective strategies that    community.
                    and language are not           topics to targeted groups.           embrace the realities of a
7.5 Diversity       represented by large groups                                         diverse and changing
                    of students.                Leader arranges for students            school community.
                                                and families whose home
                    The leader monitors the     language is not English to
                    effectiveness of            engage in school activities and
                    communication strategies in to optimize communication
                    engaging diverse groups     through oral and
                    and perspectives            written translation.

                    Evidence documents          Evidence supports active and
                     successful application of  frequent communication among
                     plans tailored to diverse  teachers, parents, and students
                     cultural, ethnic, and
                     economic groups in terms
                     of engagement,
                     participation, and student
                     achievement for targeted
                     groups of students.




                                                                  146
    Leadership               Exemplary                         Proficient                    Progressing                Not Meeting
    Dimension                                                                                                            Standards

7.0 Communication

                    In addition to proficient,      The leader understands the        The leader understands       Leader avoids public
                    the leader utilizes the         effect of a leader’s behavior     the effect of one’s          dialogue, or appoints
                    political nature of the         and the impact of decisions on    behavior as a leader and     others to be his/her
                    leadership position to          other individuals, culture, and   the impact of her            spokesperson.
                    identify the various players    climate of school, and has        decisions on other
                    in the environment and to       implemented procedures and        individuals, culture, and    Principal is frequently
7.6 Ambassador to   prioritize the source and       strategies to represent the       climate of school, but has   defending one’s
the public          accuracy of information that    school and district in the best   yet to establish             action and reacting to
                    is transmitted at the school.   possible light.                   procedures or implement      the consequences of
                                                                                      strategies to ensure that    decisions that did not
                    Leader articulates alternate    Leader is aware of the political decisions routinely           anticipate unintended
                    mental models to improve        nature of their position, and has represent the school and     consequences.
                    one’s own communication         established an explicit process district in the best
                    style and responsiveness,       for engaging the public in both possible light.
                    and to assist colleagues,       celebrations and in discussion
                    faculty, and staff.             of controversial issues. Leader
                                                    gathers information logically
                                                    and purposefully. Leader
                                                    understands the beliefs and
                                                    mental models that shape
                                                    views and actions of others and
                                                    purposefully addresses these in
                                                    public communication.




                                                                  147
    Leadership               Exemplary                       Proficient                   Progressing               Not Meeting
    Dimension                                                                                                        Standards

7.0 Communication

                    In addition to proficient,     Communicates the instructional   The leader can describe     The leader is content
                    the leader has established     program to the community, the    at least one proven model   with the status quo,
                    and implemented a process      staff, and district personnel,   for educational change,     neither recognizing
7.7 Communication   for faculty and staff to       addressing both positive         but evidence does not       current needs for
for Change          influence stakeholders and     elements and current             verify implementation of    change nor examining
                    advocate for needed            challenges.                      one major initiative that   data to identify the
                    changes within the school.                                      changes teaching            need for unknown
                                                   Demonstrates the ability to      practice, curriculum        improvements.
                    The leader methodically        influence stakeholders by a      design, or instructional
                    considers proposals in light   variety of means; persuasive     delivery.
                    of the change process, and     argument, setting examples or
                    demonstrates an effective      using expertise; Expertise
                    response to the emotional      includes proficiency in data
                    impact and perceived loss      management, presenting, and
                    that accompanies change        disseminating information, and
                    initiatives in schools.        in-depth knowledge of current
                                                   issues in assessment,
                                                   curriculum, instruction, and
                                                   standards




                                                                 148
     Leadership                  Exemplary                          Proficient                    Progressing                 Not Meeting
     Dimension                                                                                                                 Standards

8.0 Personal Behavior

 8.1 Integrity          In addition to proficient, this   The leader meets                 The leader meets explicit     The words “I’m
                        leader meets commitments          commitments or negotiates        written commitments. The      working on it” or “I’m
                        – verbal, written, and            exceptions where the             need to “get it in writing”   doing the best I can”
                        implied – without exception.      commitment cannot be met.        does not allow subordinates   are regarded as
                        Commitments to                    Verbal commitments have the      or superiors to make          acceptable substitutes
                        individuals, students,            same weight as written           assumptions that verbal       for commitments. This
                        community members, and            commitments.                     statements have the weight    leader cannot be
                        subordinates have the                                              of a commitment.              trusted to follow
                        same weight as                                                                                   through with tasks,
                        commitments to superiors,                                                                        budgets, priorities, or
                        board members, or other                                                                          performance.
                        people with visibility and
                        authority. The leader’s
                        commitment to integrity is
                        clear throughout the
                        organization, as any
                        commitment from anyone
                        who reports to this leader is
                        as good as a commitment
                        from the leader.

8.2 Emotional       In addition to proficient, the        The leader can deal with         Occasional raised voice       Loses temper and
self-control        leader possesses complete             sensitive subjects and           when angry or threatened,     emotionally unstable.
                    self-control, even in the             personal attacks with dignity    leading to a climate in       Conversations on any
                    most difficult and                    and self-control. The leader     which people are reluctant    sensitive topic are
                    confrontational situation,            never meets anger with           to raise sensitive issues.    brief or non-existent.
                    but also provides                     anger, but defuses
                    assistance to colleagues on           confrontational situation with
                    the techniques of emotional           emotional intelligence,
                    intelligence. Not only is the         empathy, and respect.
                    leader an exemplar of
                    emotional intelligence, but
                    the entire organization
                    reflects this commitment to
                    self-control, empathy, and
                    respect.


                                                                         149
     Leadership                 Exemplary                         Proficient                      Progressing                  Not Meeting
     Dimension                                                                                                                  Standards

8.0 Personal Behavior

8.3 Compliance with    In addition to proficient,       No instances of illegal or        There is no “progressing” in    Violates – even just
legal and ethical      Meets the letter and spirit of   unethical conduct with            this category – one strike      one time – the legal
requirements in        the law, avoiding both the       employees, prospective            and you’re out. Failing to be   and policy
relationships with     fact and appearance of           employees, or other conduct       “proficient” is the same as     requirements for the
employees              impropriety. Inculcates the      that crosses the line of policy   being ineffective.              relationship between
                       foundations of mutual            or law.                                                           leaders and
                       respect for colleagues and                                                                         employees.
                       for the law throughout the
                       organization.

8.4 Compliance with    In addition to proficient,       Meets all legal requirements      There is no “progressing” in Failure to protect
legal and ethical      Uses leadership as an            for student contact and takes     this category. A single       student safety by
requirements in        opportunity to teach faculty     swift and appropriate actions     violation is a career killer. permitting or engaging
relationship with      and students respect for         when inappropriate contact                                      in inappropriate
students               one another, creating a          between employees and                                           contact with students.
                       climate for mutual trust and     students has been detected.
                       respect. Builds in all
                       employees and faculty
                       members an environment in
                       which student rights and
                       student safety are
                       paramount and
                       inappropriate contact with
                       students never occurs.

8.5 Tolerance of       In addition to proficient,       Focuses evaluation on the         No punishment of                Suppresses other
different points of    Actively seeks differences       achievement of mission and        alternative points of view,     points of view and
view within the        in perspective, encouraging      adherence to values, without      but little or no development    discourages
boundaries of the      different scenarios and          penalizing differences in         or encouragement of those       disagreement or
values and mission     curricula in the context of      points of view that are within    views.                          divergent thinking.
of the organization.   academic standards.              the framework of
                       Explicitly differentiates        organizational requirements.
                       divergent thinking when it is
                       constructive and facilitates
                       a transition to convergent
                       thinking to support
                       organizational goals

                                                                       150
    Leadership              Exemplary                        Proficient                   Progressing                  Not Meeting
    Dimension                                                                                                           Standards

8.0 Personal Behavior

                    In addition to proficient,     Identifies and organizes       Calendar and task list can      Personal work space
                    provides documentation of      resources to achieve           be available with warning.      is disorganized;
                    multi-tasking and priority     curricular and instructional   Work space is tolerable, but    Deadlines and
                    management. Personal           goals                          imperfectly organized. The      priorities are not met.
                    organization allows leader                                    rest of the building does not   Safety procedures are
                    to consider innovations and                                   reflect a commitment to         not followed. Physical
                    be available to engage in      Adheres to all aspects of      organization, discipline, and   facilities lack order,
                    leadership activities and      OCPS safety procedures.        safety.                         decorum, and safety.
                    collaboration with people at
                    all levels. Calendar is
                    focused on the priorities of
8.6 Organization    the leader and the
                    organization. The building
                    is spotless and reflects the
                    leader’s commitment to a
                    personal sense of pride.
                    Grounds, buildings,
                    restrooms, lounges, public
                    areas, and especially
                    classrooms reflect the
                    leader’s sense of dignity,
                    order, decorum, and safety.
                    Readily cooperates with
                    other leaders regarding
                    safety procedures and
                    issues.




                                                                 151
    Leadership                   Exemplary                         Proficient                      Progressing                Not Meeting
    Dimension                                                                                                                  Standards

9.0 Decision-Making

9.1 Factual basis for   In addition to proficient,      The records of decision making      Some decisions are           Data are rarely used
decisions, including    decision-making is neither      reflect a clear reliance on state   based on data, but others    for decisions. The
specific reference to   by consensus nor by             and district student                are the result of personal   predominant decision-
internal and            leadership mandate, but         achievement data, and other         philosophy and tradition.    making methodology
external data on        consistently based on the       important classroom and                                          is either a popularity
student                 data and evidence. This         school data.                                                     contest or
achievement and         adherence to the rule of                                                                         independent decisions
objective evidence      data is reflected in all                                                                         that are not informed
on curriculum,          decisions, ranging from                                                                          by data or
teaching practices,     course and classroom                                                                             collaboration with
and leadership          assignments to the                                                                               others.
practices               discontinuation of programs.
                        The leader can cite specific
                        examples of practices that
                        have been changed,
                        discontinued, and initiated
                        based on data analysis. A
                        variety of data sources,
                        including qualitative and
                        quantitative, are used. Data
                        sources include state,
                        district, school, and
                        classroom assessment.
                        Inferences from data are
                        shared widely outside the
                        school community in order
                        to share the analysis and
                        replicate the success of this
                        school leader.




                                                                      152
    Leadership                 Exemplary                         Proficient                      Progressing                Not Meeting
    Dimension                                                                                                                Standards

9.0 Decision Making

9.2 Clear              In addition to proficient,     The leader clarifies the            The leader uses both         The leader lurches
identification of      all stakeholders understand    decision-making method for          consensus and unilateral     from autocracy to
decision-making        the difference between         major decisions and shares          decision-making, but the     democracy with no
structure, including   decision-making levels,        decisions with the staff, using     reason for changing          clear method,
which decisions are    including staff decisions by   data to the greatest extent         decision-making              demoralizing and
made by consensus      consensus or majority, and     possible to support those           structures is not            bewildering the staff.
or by the staff        staff input that will          decisions.                          consistently clear.
independently,         significantly influence
which decisions are    leadership decisions, and
made by the leader     unilateral leadership
after getting input    decisions.
from the staff, and    The leader uses data in
which decisions are    such a compelling way that
made by the leader     the vast majority of
alone                  decisions are \consensus or
                       majority decisions. Staff
                       surveys reflect a staff
                       feeling of empowerment
                       and personal responsibility
                       for organizational success.

9.3 Decisions linked   In addition to proficient,     The decisions of the leader are     While the vision, mission,   The leader is unaware
to vision, mission,    the current vision, mission,   consistent with the vision,         and priorities may be        of or disconnected
and strategic          and strategic priorities of    mission, and strategic priorities   visible, they are not        from the
priorities             the leader and the             of the organization.                consistently linked to the   organization’s vision,
                       organization are visible,                                          leader’s decisions.          mission, and strategic
                       ingrained in the culture of    The alignment of these                                           priorities. There is
                       the organization, and          decisions to vision, mission,                                    little or no evidence of
                       routinely used as a            and strategic priorities is based                                the relationship of
                       reference point for            on current data.                                                 leadership decisions
                       decisions. The use of                                                                           to these
                       strategic guidelines for                                                                        organizational
                       decision-making filters                                                                         guideposts.
                       makes many decisions self-
                       evident and avoids time
                       wasted on unproductive
                       arguments.                                   153
  Leadership Dimension              Exemplary                         Proficient                      Progressing               Not Meeting
                                                                                                                                 Standards



10.0 Resilience

10.1 Constructive reaction In addition to proficient,   Readily acknowledges personal          Acknowledges personal         A pattern of
to disappointment and      public reports, including    and organizational failures.           and organizational failure   defensiveness and
failure                    accountability documents,                                           when confronted with         resistance to the
                           plans, and oral                                                     evidence.                    acknowledgement of
                           presentations, include frank                                                                     error.
                           acknowledgement of prior
                           personal and organizational
                           failures, and clear
                           suggestions for system-
                           wide learning resulting from
                           those lessons.

10.2 Willingness to admit   In addition to proficient,     Admits failures quickly,            Able to accept evidence      Unwilling to
error and learn from it     leader shares case studies     honestly, and openly. Models        of mistakes when offered     acknowledge errors.
                            of personal and                the acceptance of responsibility    by others. Some evidence     When confronted with
                            organizational errors in a     for failure. Evidence of learning   of learning from mistakes.   evidence of mistakes,
                            way that guides, inspires,     from past errors. Non-defensive                                  is defensive and
                            teaches colleagues             attitude in accepting feedback                                   resistant to learning
                            throughout the organization.   and discussing errors and                                        from mistakes.
                            Builds resilience in           failures.
                            colleagues and throughout
                            organization by habitually
                            highlighting and praising
                            “good mistakes” where risks
                            were taken, mistakes were
                            made, lessons were
                            learned, and both the
                            individual and the
                            organization learned for the
                            future.




                                                                     154
     Leadership                  Exemplary                         Proficient                     Progressing                   Not Meeting
     Dimension                                                                                                                   Standards


10.0 Resilience

10.3 Constructively     In addition to proficient, In   Routinely accepts and             Sometimes challenges             Ignores or subverts
handles                 disagreements with policy       implements certain leadership     executive and policy             executive and policy
disagreement with       and leadership decisions, is    and policy decisions.             leadership without               decisions that are
leadership and policy   able to articulate                                                bringing those concerns          unpopular or
decisions               disagreement and advocate       Articulates disagreement          to appropriate executive         distasteful.
                        for a point of view based on    through appropriate channels.     and policy authorities.
                        best interests of                                                 Sometimes implements
                        organization; is willing to                                       unpopular policies
                        challenge executive                                               unenthusiastically or
                        authority and policy leaders                                      because “I’m just
                        appropriately with evidence                                       following orders, but I
                        and constructive criticism,                                       don’t like it.”
                        but once the decision is
                        made, fully and
                        enthusiastically supports
                        and implements
                        organizational policy and
                        leadership decisions.

10.4 Constructively  In addition to proficient,         Leader uses dissent to inform     Leader tolerates dissent,        Dissent is absent due
handles dissent from leader creates constructive        final decisions, improve the      but there is very little of it   to a climate of fear
subordinates         contention, assigning roles        quality of decision-making, and   in public because                and intimidation.
                     if necessary to deliberately       broaden support for final         subordinates do not
                     generate multiple                  decisions.                        understand the leader’s
                     perspectives and consider                                            philosophy about the
                     different sides of important                                         usefulness of dissent.
                     issues. Recognizes,
                     rewards thoughtful dissent.
                     Uses dissenting voices to
                     learn and, as needed,
                     acknowledge the leader’s
                     error. Encourages dissent in
                     which multiple voices are
                     encouraged and heard, and
                     the final decision is made
                     better and more broadly
                     supported as a result.

                                                                     155
    Leadership                 Exemplary                            Proficient                      Progressing              Not Meeting
    Dimension                                                                                                                 Standards

10.0 Resilience

10.5 Explicit         In addition to proficient,        Previous evaluations are              Leader is aware of         No evidence of
improvement of        Previous evaluations are          explicitly reflected into projects,   previous evaluations and   attention or
specific              combined with personal            tasks, and priorities.                has translated them into   reference to
performance areas     reflection and stakeholder        Performance on each                   an action plan.            previous leadership
based on reflection   feedback to formulate an          evaluation reflects specific and                                 evaluations in the
and/or previous       action plan that is reflected     measurable improvements                                          leader’s choices of
leadership            in the leader’s daily choices     along the performance                                            tasks and priorities.
evaluation            of priorities as well as in the   continuum from ineffective, to                                   .
                      organization’s priorities. The    progressing, to proficient, to
                      influence of previous             exemplary.
                      evaluations has an impact
                      not only on the leader, but
                      on the entire organization.




                                                                      156

				
DOCUMENT INFO
Description: Sample Application Letter from a Hrm Graduate document sample