Professional Practice: Professional Practice is the first of two major components of the summative evaluation score (the other is Student Learning). This component consists of information gathered through observations using the Indiana Principal Effectiveness Rubric and conferences during which evaluators and principals may review additional materials. Student Learning: Student Learning is the second major component of the summative evaluation score (the first is Professional Practice). Student Learning is measured by a school’s A-F Grade and accomplishment of Administrative Student Learning Objectives. Sub-competency: There are 23 sub-competencies distributed across the six competencies in the RISE Principal Effectiveness Rubric. Each sub-competency is a discrete concept that is part of the overarching competency, but can be measured across the four levels of performance in the rubric. Summative Conference: A conference where the evaluator and principal discuss performance from throughout the year leading to a summative rating. This may occur in the spring if all data is available for scoring (coinciding with the End-of-Year Conference), or in the fall if pertinent data is not available until the summer (coinciding with the Beginning-of-Year Conference). Summative Rating: The final summative rating is a combination of a principal’s Professional Practice rating and the measures of Student Learning. The final score is mapped on to a point scale. The points correspond to the four summative ratings: Highly Effective, Effective, Improvement Necessary, and Ineffective. Appendix A – Allowable Modifications to RISE Corporations that follow the RISE guidelines and use both this resource and the Principal Effectiveness Rubric (PER) exactly as written are considered to be using the RISE Indiana Principal Evaluation System. This RISE principal system should be considered separate from the RISE Indiana Teacher Evaluation System. If a corporation chooses to make minor edits to the RISE principal system from the minimum requirements stated below, the system must then be titled “(Corporation name) RISE for Principals,” and should be labeled as such on all materials. These minimum requirements for the RISE principal system are as follows: Professional Practice Component Use of the Principal Effectiveness Rubric (PER) with all domains and competencies Scoring weights for both Professional Practice domains (50% each domain)
Professional Practice: Professional Practice is the first of two major components of the summative evaluation score (the other is Student Learning). This component consists of information gathered through observations using the Indiana Principal Effectiveness Rubric and conferences during which evaluators and principals may review additional materials. Student Learning: Student Learning is the second major component of the summative evaluation score (the first is Professional Practice). Student Learning is measured by a school’s A-F Grade and accomplishment of Administrative Student Learning Objectives. Sub-competency: There are 23 sub-competencies distributed across the six competencies in the RISE Principal Effectiveness Rubric. Each sub-competency is a discrete concept that is part of the overarching competency, but can be measured across the four levels of performance in the rubric. Summative Conference: A conference where the evaluator and principal discuss performance from throughout the year leading to a summative rating. This may occur in the spring if all data is available for scoring (coinciding with the End-of-Year Conference), or in the fall if pertinent data is not available until the summer (coinciding with the Beginning-of-Year Conference). Summative Rating: The final summative rating is a combination of a principal’s Professional Practice rating and the measures of Student Learning. The final score is mapped on to a point scale. The points correspond to the four summative ratings: Highly Effective, Effective, Improvement Necessary, and Ineffective. Appendix A – Allowable Modifications to RISE Corporations that follow the RISE guidelines and use both this resource and the Principal Effectiveness Rubric (PER) exactly as written are considered to be using the RISE Indiana Principal Evaluation System. This RISE principal system should be considered separate from the RISE Indiana Teacher Evaluation System. If a corporation chooses to make minor edits to the RISE principal system from the minimum requirements stated below, the system must then be titled “(Corporation name) RISE for Principals,” and should be labeled as such on all materials. These minimum requirements for the RISE principal system are as follows: Professional Practice Component Use of the Principal Effectiveness Rubric (PER) with all domains and competencies Scoring weights for both Professional Practice domains (50% each domain)