Figure 4: Performance Appraisal Rubric Exemplary Proficient Developing/ Unacceptable In addition to meeting the Proficient is the expected Improvement requirements for Proficient... level of performance. The principal The principal fosters The principal The principal proactively seeks and the success of all inconsistently demonstrates creates innovative and students by communicates or inadequate or productive methods to communicating and infrequently detrimental communicate and collaborates on issues communication or collaborating engage effectively effectively with of importance to collaboration with with stakeholders. stakeholders. stakeholders. stakeholders. The rating of is the expected level of performance. Note: proficient DOCUMENTING PERFORMANCE The role of a principal requires a performance evaluation system that acknowledges the contextual nature and complexities of the job. Multiple data sources provide for a comprehensive and authentic portrait” of the principal’s work. The sources of “performance information described in Figure 5 were selected to provide comprehensive and accurate feedback on principal performance. Figure 5: Data Sources for Principal Evaluation Data Source Definition Self-evaluation reveals principals’ perceptions of their job performance. Results of a self-evaluation should inform principals’ personal goals for professional development. Informal Informal observations/school site visits, applied in a variety of settings, provide Observation/ information on a wide range of contributions made by principals. Informal School Site observations/school site visits may range from watching how a principal Visits interacts with others, to observing programs and shadowing the administrator. Document Document logs provide documentation generated by principals as evidence of Log meeting the seven performance standards. Climate surveys provide information to principals perceptions of job Survey performance. The actual survey responses are seen only by the principal who prepares a survey summary for inclusion in the portfolio/document log. Goal Setting Principals, in conjunction with evaluators, set goals for professional growth and school improvement. Evaluators may choose to use the optional in Part III to Principal Formative Assessment Form document evidence from any of sources. To address the contextual nature of the principal’s job, each principal should provide a school profile narrative to his or her evaluator. This may be done via the Student Academic Progress It is strongly recommended that the principal also discuss the unique Goal Setting Form. characteristics of the school with the evaluator.
Figure 4: Performance Appraisal Rubric Exemplary In addition to meeting the requirements for Proficient... Proficient Proficient is the expected level of performance. Developing/ Improvement Unacceptable The principal proactively seeks and creates innovative and productive methods to communicate and engage effectively with stakeholders. The principal fosters the success of all students by communicating and collaborating effectively with stakeholders. The principal inconsistently communicates or infrequently collaborates on issues of importance to stakeholders. The principal demonstrates inadequate or detrimental communication or collaboration with stakeholders. Note: The rating of proficient is the expected level of performance. DOCUMENTING PERFORMANCE The role of a principal requires a performance evaluation system that acknowledges the contextual nature and complexities of the job. Multiple data sources provide for a comprehensive and authentic “performance portrait” of the principal’s work. The sources of information described in Figure 5 were selected to provide comprehensive and accurate feedback on principal performance. Figure 5: Data Sources for Principal Evaluation Data Source Definition Self-evaluation reveals principals’ perceptions of their job performance. Results of a self-evaluation should inform principals’ personal goals for professional development. Informal Observation/ School Site Visits Informal observations/school site visits, applied in a variety of settings, provide information on a wide range of contributions made by principals. Informal observations/school site visits may range from watching how a principal interacts with others, to observing programs and shadowing the administrator. Document Log Document logs provide documentation generated by principals as evidence of meeting the seven performance standards. Survey Climate surveys provide information to principals perceptions of job performance. The actual survey responses are seen only by the principal who prepares a survey summary for inclusion in the portfolio/document log. Goal Setting Principals, in conjunction with evaluators, set goals for professional growth and school improvement. Evaluators may choose to use the optional Principal Formative Assessment Form in Part III to document evidence from any of sources. To address the contextual nature of the principal’s job, each principal should provide a school profile narrative to his or her evaluator. This may be done via the Student Academic Progress Goal Setting Form. It is strongly recommended that the principal also discuss the unique characteristics of the school with the evaluator.