Figure 14: Definitions of Terms used in Rating Scale Cat. Description Definition The principal performing at this level maintains Exceptional performance: performance, accomplishments, and behaviors sustains high performance over the evaluation that consistently and considerably surpass the cycle established performance standard, and does so empowers teachers and students and consistently in a manner that exemplifies the school’s exhibits behaviors that have a strong positive mission and goals. This rating is reserved for impact on student academic progress and the performance that is truly exemplary and is Exemplary school climate demonstrated with significant student academic serves as a role model to others progress. The principal meets the performance standard Proficient performance: in a manner that is consistent with the school’s consistently meets the requirements contained in mission and goals and has a positive impact on the job description as expressed in the evaluation student academic progress. criteria engages teachers and exhibits behaviors that have a positive impact on student academic progress and the school climate Accomplished demonstrates willingness to learn and apply new skills The principal is starting to exhibit desirable Below acceptable performance: traits related to the standard, but has not yet requires support in meeting the standards reached the full level of proficiency expected results in less than expected quality of student (i.e., developing) or the principal’s academic progress performance is lacking in a particular area (i.e., requires principal professional growth be jointly needs improvement).The principal often identified and planned between the principal and performs less than required in the established evaluator performance standard or in a manner that is Developing inconsistent with the school’s mission and goals and results in below average student academic progress. The principal consistently performs below the Unacceptable performance: established performance standard or in a does not meet the requirements contained in the manner that is inconsistent with the school’s job description as expressed in the evaluation mission and goals and results in minimal criteria student academic progress. results in minimal student academic progress may contribute to a recommendation for the Ineffective employee not being considered for continued employment Mid-Year Review (Needs decision by the steering committee prior to field test.) Principals within the school district will receive a mid-year formative evaluation to provide systematic feedback prior to the completion of a summative evaluation. Using the multiple data
Figure 14: Definitions of Terms used in Rating Scale Cat. Description Definition Exemplary The principal performing at this level maintains performance, accomplishments, and behaviors that consistently and considerably surpass the established performance standard, and does so in a manner that exemplifies the school’s mission and goals. This rating is reserved for performance that is truly exemplary and is demonstrated with significant student academic progress. Exceptional performance: sustains high performance over the evaluation cycle empowers teachers and students and consistently exhibits behaviors that have a strong positive impact on student academic progress and the school climate serves as a role model to others Accomplished The principal meets the performance standard in a manner that is consistent with the school’s mission and goals and has a positive impact on student academic progress. Proficient performance: consistently meets the requirements contained in the job description as expressed in the evaluation criteria engages teachers and exhibits behaviors that have a positive impact on student academic progress and the school climate demonstrates willingness to learn and apply new skills Developing The principal is starting to exhibit desirable traits related to the standard, but has not yet reached the full level of proficiency expected (i.e., developing) or the principal’s performance is lacking in a particular area (i.e., needs improvement).The principal often performs less than required in the established performance standard or in a manner that is inconsistent with the school’s mission and goals and results in below average student academic progress. Below acceptable performance: requires support in meeting the standards results in less than expected quality of student academic progress requires principal professional growth be jointly identified and planned between the principal and evaluator Ineffective The principal consistently performs below the established performance standard or in a manner that is inconsistent with the school’s mission and goals and results in minimal student academic progress. Unacceptable performance: does not meet the requirements contained in the job description as expressed in the evaluation criteria results in minimal student academic progress may contribute to a recommendation for the employee not being considered for continued employment Mid-Year Review (Needs decision by the steering committee prior to field test.) Principals within the school district will receive a mid-year formative evaluation to provide systematic feedback prior to the completion of a summative evaluation. Using the multiple data