STUDENT LEARNING AND GROWTH (35%): The evaluator’s evaluation of the student learning and growth goals established by the instructional leader will serve as evidence. PROFESSIONAL PRACTICE (35%): Observations by the evaluator of post-observation professional conversations with teachers or licensed specialists using the professional conversations rubric will serve as one type of observation. The evaluator will collect evidence through the annual professional conversations process described earlier. Feedback through professional conversations promotes awareness of growth that has occurred, and highlights professional growth needs. Observations of staff development or team meetings may serve as an opportunity for the evaluator to collect evidence. Observations of evaluation documents stored in the Talent Ed Perform evaluation system will serve as evidence of effectiveness. PROFESSIONAL RESPONSIBILITES (30%): The instructional leader will reflect on and assess their professional practice and analyze and analyze the learning and growth needs of their students in preparation for goal setting. The evaluator will use the self-reflection and assessment on the standards of professional practice. The evaluator will assess the professional growth goal and school performance plan as evidence of this component. Other sources of evidence of this component are as follows: Committee / Team meeting Shared leadership participation Collaborative relationships Parent and community with staff involvement meetings or Contributions to community events surveys Staff retention rates STEP 4: Formative Assessment The formative assessment occurs around the midpoint of the evaluation cycle. During the formative assessment the evaluator and educator review the progress towards the student learning and growth goals as well as the professional goal. This conversation is an opportunity for the educator and evaluator to not only monitor progress, but make any adjustments to strategies as well as determine professional learning needs. STEP 5: Summative Evaluation The summative evaluation is the culmination of multiple formative observations, reflections, professional conversations, etc. The evaluator assesses the educator’s
STUDENT LEARNING AND GROWTH (35%): The evaluator’s evaluation of the student learning and growth goals established by the instructional leader will serve as evidence. PROFESSIONAL PRACTICE (35%): Observations by the evaluator of post-observation professional conversations with teachers or licensed specialists using the professional conversations rubric will serve as one type of observation. The evaluator will collect evidence through the annual professional conversations process described earlier. Feedback through professional conversations promotes awareness of growth that has occurred, and highlights professional growth needs. Observations of staff development or team meetings may serve as an opportunity for the evaluator to collect evidence. Observations of evaluation documents stored in the Talent Ed Perform evaluation system will serve as evidence of effectiveness. PROFESSIONAL RESPONSIBILITES (30%): The instructional leader will reflect on and assess their professional practice and analyze and analyze the learning and growth needs of their students in preparation for goal setting. The evaluator will use the self-reflection and assessment on the standards of professional practice. The evaluator will assess the professional growth goal and school performance plan as evidence of this component. Other sources of evidence of this component are as follows: Committee / Team meeting participation Parent and community involvement meetings or events Staff retention rates Shared leadership Collaborative relationships with staff Contributions to community surveys STEP 4: Formative Assessment The formative assessment occurs around the midpoint of the evaluation cycle. During the formative assessment the evaluator and educator review the progress towards the student learning and growth goals as well as the professional goal. This conversation is an opportunity for the educator and evaluator to not only monitor progress, but make any adjustments to strategies as well as determine professional learning needs. STEP 5: Summative Evaluation The summative evaluation is the culmination of multiple formative observations, reflections, professional conversations, etc. The evaluator assesses the educator’s
redmond-principal-evaluation-handbook.docx