functioning of the functioning of the school. school. Creates a Builds capacity of Sets expectations Rarely or Relationships culture in the staff to for on the inconsistently with Families which all families positively engage process/tone for welcomes or are welcomed, families, and to welcoming and communicates heard, and share the school’s communicating with family positively vision for high with family members. engaged in the achievement. members. school community. Creates a Builds the Sets expectations Rarely or culture in capacity of the for staff on the inconsistently Relationships which community staff to positively process/tone for welcomes with Community Members members are engage welcoming community welcomed, heard, community community members into the and accepts a members, and to members into the school. shared share the school’s school. responsibility for vision for high student and achievement. school success. Score for Domain 6: Stakeholder Support and Engagement ____ Understanding the Community ____ Relationships with Families ____ Relationships with Community Members Comments: Assigning an Evaluation Rating Each principal annually receives summative rating in one of 4 levels: Exemplary Proficient Basic Does Not Meet Exemplary ratings are reserved for performance that significantly exceeds proficiency and could serve as a model for leaders district-wide or even statewide. Few principals are expected to demonstrate Exemplary performance on more than a small number of practice and student outcome targets. Proficient ratings represent fully satisfactory performance. It is the rigorous standard expected for most experienced principals and the goal for new principals or principals performing at the basic level. Proficient principals demonstrate acceptable leadership practice and meet or make progress on all student outcome targets.
functioning of the school. functioning of the school. Relationships with Families Creates a culture in which all families are welcomed, heard, and positively engaged in the school community. Builds capacity of the staff to positively engage families, and to share the school’s vision for high achievement. Sets expectations for on the process/tone for welcoming and communicating with family members. Rarely or inconsistently welcomes or communicates with family members. Relationships with Community Members Creates a culture in which community members are welcomed, heard, and accepts a shared responsibility for student and school success. Builds the capacity of the staff to positively engage community members, and to share the school’s vision for high achievement. Sets expectations for staff on the process/tone for welcoming community members into the school. Rarely or inconsistently welcomes community members into the school. Score for Domain 6: Stakeholder Support and Engagement ____ Understanding the Community ____ Relationships with Families ____ Relationships with Community Members Comments: Assigning an Evaluation Rating Each principal annually receives summative rating in one of 4 levels: Exemplary Proficient Basic Does Not Meet Exemplary ratings are reserved for performance that significantly exceeds proficiency and could serve as a model for leaders district-wide or even statewide. Few principals are expected to demonstrate Exemplary performance on more than a small number of practice and student outcome targets. Proficient ratings represent fully satisfactory performance. It is the rigorous standard expected for most experienced principals and the goal for new principals or principals performing at the basic level. Proficient principals demonstrate acceptable leadership practice and meet or make progress on all student outcome targets.
mpa_principal_evaluation_intro_9-16-13.docx