ratings mean that performance is meeting proficiency in some components but not others. Improvement is necessary and expected, and two consecutive years at the Basic level is, for an experienced principal, a cause for concern. On the other hand, for principals in their first year, performance rated Basic is expected. If, by the end of 3 years, performance is still Basic, there is cause for concern. Does Not Meet ratings indicate performance that is unacceptably low on one or more Domains and makes little or no progress on most student outcome targets. Ratings of are always Does Not Meet cause for concern. To assign a summative rating the evaluator takes the following steps: Review all evidence collected. For each of the six domains, determine the rating (Exemplary, Proficient, or Does Not Meet) that matches the preponderance of evidence. Use the table below to determine an overall practice rating. Exemplary (4) Proficient (3) Basic (2) Does Not Meet (1) Exemplary on at At least Proficient on At least Basic on at Does Not Meet on at 3 standards at least 3 standards least 4 Standards least 2 Standards AND AND No rating below No rating Basic Proficient on any on any Standard Standard Implications Based on Level of Performance from Proficiency Standards (Exemplary, Proficient, Basic, Does Not Meet) and the Process for Identifying Professional Development or “Exemplary” “Proficient” Principals performing at the or level” of performance in each of the six “exemplary” “proficient domains will continue to be evaluated annually using this tool and will complete a professional development plan with supervisors aligned with the following year’s goals. Principals whose evaluation ratings are in the or range in all six domains will “exemplary” “proficient” self-select areas for their professional development focus for the upcoming school year. The professional development activities will either hone an area of strength (e.g. becoming an expert in NGSS) or explore an area outside one of the domains (e.g. technology). or Not Meet” “Basic” “Does Principals that receive a or rating in any of the six domains will continue to be not meet” “basic” “does evaluated annually using this tool and will complete a focused professional growth plan to improve performance. The monitored growth plan will focus on standards that are in need of improvement. Principals performing below proficient may, for instance, be assigned a mentor or coach to improve performance in particularly challenging areas, and supervisors may frequently meet to support development.
ratings mean that performance is meeting proficiency in some components but not others. Improvement is necessary and expected, and two consecutive years at the Basic level is, for an experienced principal, a cause for concern. On the other hand, for principals in their first year, performance rated Basic is expected. If, by the end of 3 years, performance is still Basic, there is cause for concern. Does Not Meet ratings indicate performance that is unacceptably low on one or more Domains and makes little or no progress on most student outcome targets. Ratings of Does Not Meet are always cause for concern. To assign a summative rating the evaluator takes the following steps: Review all evidence collected. For each of the six domains, determine the rating (Exemplary, Proficient, or Does Not Meet) that matches the preponderance of evidence. Use the table below to determine an overall practice rating. Exemplary (4) Proficient (3) Basic (2) Does Not Meet (1) Exemplary on at 3 standards AND No rating below Proficient on any Standard At least Proficient on at least 3 standards AND No rating Basic on any Standard At least Basic on at least 4 Standards Does Not Meet on at least 2 Standards Implications Based on Level of Performance from Proficiency Standards (Exemplary, Proficient, Basic, Does Not Meet) and the Process for Identifying Professional Development “Exemplary” or “Proficient” Principals performing at the “exemplary” or “proficient level” of performance in each of the six domains will continue to be evaluated annually using this tool and will complete a professional development plan with supervisors aligned with the following year’s goals. Principals whose evaluation ratings are in the “exemplary” or “proficient” range in all six domains will self-select areas for their professional development focus for the upcoming school year. The professional development activities will either hone an area of strength (e.g. becoming an expert in NGSS) or explore an area outside one of the domains (e.g. technology). “Basic” or “Does Not Meet” Principals that receive a “basic” or “does not meet” rating in any of the six domains will continue to be evaluated annually using this tool and will complete a focused professional growth plan to improve performance. The monitored growth plan will focus on standards that are in need of improvement. Principals performing below proficient may, for instance, be assigned a mentor or coach to improve performance in particularly challenging areas, and supervisors may frequently meet to support development.
mpa_principal_evaluation_intro_9-16-13.docx