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Principal State Example Model:Pilot Resources and Forms

ContentsMinnesota Principal Growth and Evaluation Model Components..................................................2

Performance Measures Overview.................................................................................................3

FORM A—Principal Self-Assessment and Professional Growth Goal Setting..............................5

Form B—Supervisor Evaluation: Summative Performance Measure Ratings..............................9

Example of School Performance Measure and Action Plan........................................................12

Supplementary Form A2—School Performance Measures: Fall Goal-Setting............................13

Guidelines for Setting Goals for Principal School Performance Measures.................................16

Example Survey: DPASII 2012....................................................................................................18

Major Activities in the Principal Growth and Evaluation Model....................................................20

Components and Key Events Matrix...........................................................................................21

Evaluator Checklist......................................................................................................................23

Goal-Setting Conference Outline and Guiding Questions...........................................................26

Form C—Principal Evaluation Summary Report.........................................................................28

Supplementary Form C1—Principal Growth and Improvement Plan..........................................30

Mid-Year Conference Guide…………………………………………………………………………...33

End-of-Year Conference Guide………………………………………………………………………..35

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Minnesota Principal Growth and Evaluation Model Components

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Performance Measures OverviewIndicators supported by rubrics and evidences are to be used to determine whether a principal meets the core competency. Indicators further define the expectations within each competency. Indicators have been aligned to each core competency as follows:

Performance Measure #1:

Establishes a Vision and Mission Focused on Shared Goals and High Expectations

Indicators:A. Engages all stakeholders in the development and implementation of a shared vision of learning, a

strong organizational mission, and high, measureable goals that prepare every student to succeed in post-secondary learning and to become responsible and contributing citizens.

B. Articulates a vision and develops implementation strategies for change that results in measurable achievement gains for all students including closing achievement gaps.

C. Fosters a shared commitment to high expectations for student achievement, high standards of teaching and learning, and a culturally competent environment where diversity is valued.

D. Establishes rigorous, measureable goals for instructional program decisions and staff learning experiences that are consistent with school’s mission, vision, and core beliefs.

E. Builds a strong and positive sense of community in the school by honoring the important roles of race and culture, its traditions, artifacts, symbols, values, and norms, as a contributor to student and school success.

F. Additional indicator as locally determined


Provides Instructional Leadership for High Student Academic Performance

Indicators:A. Facilitates the development and communication of a shared vision and school culture of effective

teaching and instructional practices that reflect high expectations, engage all students, and accommodate diverse learning styles, needs, interests, and levels of readiness.

B. Provides the structure and opportunity for the development, alignment, implementation, and evaluation of relevant and rigorous curricula tied to state academic and college and career readiness standards.

C. Collaborates with teachers to examine student and school data to measure student learning and growth, identify achievement gaps, and develop strategic interventions that improve learning and close identified gaps.

D. Facilitates reflective practice, inquiry, and action research to identify and monitor the impact of interventions and determine high-yield instructional strategies that improve student learning.

E. Supports the need for quality, collaborative staff learning experiences that are guided by data and research, planned by staff, are job embedded, and based on the school’s learning needs.



Manages Human Resources for Quality Instruction and Professional Growth

Indicators:A. Develops a strategic action plan with staff that includes targets to improve student achievement

school wide and close achievement gaps with low performing student groups.

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B. Provides timely, appropriate, quality professional development and facilitates learning teams that gather information, analyze data, examine issues, and develop new approaches to improve teaching and learning.

C. Implements a cohesive approach to recruitment, placement, induction, and retention of a highly qualified and effective staff.

D. Routinely observes instruction and provides ongoing feedback and coaching to teachers and other staff in a fair and equitable manner in order to support professional growth.

E. Provides effective and timely supervision and evaluation aligned with local district goals, state regulations, and contract provisions and uses these processes to facilitate development, remediation, and/or removal of underperforming staff members.



Builds Professional & Ethical Relationships through Collaboration and Effective Communication

Indicators:A. Demonstrates and communicates values, beliefs, and attitudes that make the well-being and

academic success of all students the basis for all decision making. B. Models appropriate personal, professional, and ethical behavior that is respectful and fair, enhances

the image of the school and the profession, and inspires others to higher levels of leadership and performance.

C. Employs conflict resolution and proactive problem-solving strategies in a wide variety of situations and circumstances.

D. Demonstrates strong interpersonal, written, and verbal communication skills and facilitates groups effectively.

E. Welcomes and honors families and stakeholders by engaging them in a meaningful dialogue regarding student learning, the work of the school, and its needs and accomplishments.

F. Ensures that the school is in compliance with local, state, and federal laws, standards, and regulations as well as local district and school policies.

G. Additional indicator as locally determined


Strategically Manages Resources for Systemic Performance Accountability

Indicators:A. Distributes leadership responsibilities, shares decision making, and supervises daily ongoing

management structures and practices to enhance teaching and learning. B. Improves organizational performance by making appropriate and sound use of time, technology,

management strategies, and accountability measures, including assessments, to achieve the district and school’s vision, mission, and goals.

C. Maintains a safe environment by addressing real and potential challenges to the physical and emotional safety and security of students and staff that interfere with teaching and learning

D. Manages the organization, operations, and resources to promote student success and maintain a safe, efficient, and effective learning environment.

E. Develops and implements a budget process that manages fiscal expenditures consistent with district and school goals, policies, and available resources that is focused on and results in improved student achievement.


4

FORM A—Principal Self-Assessment and Professional Growth Goal SettingPrincipal: Enter information here

School: Enter information here

Date: Enter information here

Evaluator: Enter information here

Instructions for Principals:

A. Consider past summative evaluations and evaluator feedback.B. Using the Performance Measure and Indicator Rubric, assess yourself from 1 to 4 as follows for each indicator of

leadership practice:1. This indicator represents strength in my leadership practices. I am consistently effective and can teach

others how to be effective on this indicator.2. I am consistently effective on this indicator.3. I am sometimes effective on this indicator.4. This indicator is a significant challenge for me.

C. Identify supporting evidence and add reflections for your ratings.D. Reflecting on the entire self-assessment, summarize the areas of strength in your leadership practices.E. Summarize up to two areas for growth in your leadership practices. Draft your growth goal in each area, the

strategies you will undertake, any resources or support that you need associated with that goal’s strategies, and the target date for and evidence of completing strategies. The Principal Growth and Improvement Plan from the last summative evaluation should be integrated into goals and strategies.

Instructions for Evaluators:

A. Review the principal’s self-assessment. B. Comment on professional growth goals and individual school performance goals, indicating areas of agreement

and any needed changes.C. Conference with principal to review the self-assessment and comments. Finalize professional growth goals and

strategies that the principal will undertake for professional growth in identified areas.

PERFORMANCE MEASURE 1Mission and Vision 1 2 3 4

A. Engages all stakeholders in the development and implementation of a shared vision of learning, a strong organizational mission, and high, measureable goals that prepare every student to succeed in post-secondary learning and to become responsible and contributing citizens.

☐ ☐ ☐ ☐

B. Articulates a vision and develops implementation strategies for change that result in measurable achievement gains for all students and close achievement gaps. ☐ ☐ ☐ ☐

C. Fosters a shared commitment to high expectations for student achievement, high standards of teaching and learning, and a culturally competent environment where diversity is valued.

☐ ☐ ☐ ☐D. Establishes rigorous, measurable goals for instructional program decisions and staff

learning experiences that are consistent with the school’s mission, vision, and core beliefs.

☐ ☐ ☐ ☐E. Builds a strong and positive sense of community in the school by honoring the

important roles of race and culture, its traditions, artifacts, symbols, values, and norms, as a contributor to student and school success.

☐ ☐ ☐ ☐

Describe evidence and reflection in support of the ratings:

5

PERFORMANCE MEASURE 2Instructional Leadership 1 2 3 4

A. Facilitates the development and communication of a shared vision and school culture of effective teaching and instructional practices that reflect high expectations, engage all students, and accommodate diverse learning styles, needs, interests, and levels of readiness.

☐ ☐ ☐ ☐


☐ ☐ ☐ ☐C. Collaborates with teachers to examine student and school data to measure student

learning and growth, identify achievement gaps, and develop strategic interventions that improve learning and close identified gaps.

☐ ☐ ☐ ☐D. Facilitates reflective practice, inquiry, and action research to identify and monitor the

impact of interventions and determine high-yield instructional strategies that improve student learning.

☐ ☐ ☐ ☐E. Supports the need for quality, collaborative staff learning experiences that are guided

by data and research, planned by staff, job embedded, and based on the school’s learning needs.

☐ ☐ ☐ ☐


PERFORMANCE MEASURE 3Human Resources 1 2 3 4

A. Develops a strategic action plan with staff that includes targets to improve student achievement school wide and close achievement gaps with low performing student groups.

☐ ☐ ☐ ☐B. Provides timely, appropriate, quality professional development and facilitates learning

teams that gather information, analyze data, examine issues, and develop new approaches to improve teaching and learning.

☐ ☐ ☐ ☐C. Implements a cohesive approach to recruitment, placement, induction, and retention

of a highly qualified and effective staff. ☐ ☐ ☐ ☐D. Routinely observes instruction and provides ongoing feedback and coaching to

teachers and other staff in a fair and equitable manner in order to support professional growth

☐ ☐ ☐ ☐E. Provides effective and timely supervision and evaluation aligned with local district

goals, state regulations, and contract provisions and uses these processes to facilitate development, remediation, and/or removal of underperforming staff members.

☐ ☐ ☐ ☐


PERFORMANCE MEASURE 4Professional and Ethical Relationship 1 2 3 4

A. Demonstrates and communicates values, beliefs, and attitudes that make the well-being and academic success of all students the basis for all decision making.

☐ ☐ ☐ ☐B. Models appropriate personal, professional, and ethical behavior that is respectful and

fair, enhances the image of the school and the profession, and inspires others to higher levels of leadership and performance.

☐ ☐ ☐ ☐

C. Employs conflict resolution and proactive problem-solving strategies in a wide variety of situations and circumstances.

☐ ☐ ☐ ☐D. Demonstrates strong interpersonal, written, and verbal communication skills and

facilitates groups effectively☐ ☐ ☐ ☐

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PERFORMANCE MEASURE 4Professional and Ethical Relationship 1 2 3 4


☐ ☐ ☐ ☐

F. Ensures that the school is in compliance with local, state, and federal laws, standards, and regulations as well as local district and school policies.

☐ ☐ ☐ ☐


PERFORMANCE MEASURE 5Resource Management 1 2 3 4

A. Distributes leadership responsibilities, shares decision making, and supervises daily ongoing management structures and practices to enhance teaching and learning. ☐ ☐ ☐ ☐

B. Improves organizational performance by making appropriate and sound use of time, technology, management strategies, and accountability measures, including assessments, to achieve the district and school’s vision, mission, and goals.

☐ ☐ ☐ ☐C. Maintains a safe environment by addressing real and potential challenges to the

physical and emotional safety and security of students and staff that interfere with teaching and learning.

☐ ☐ ☐ ☐D. Manages the organization, operations, and resources to promote student success

and maintain a safe, efficient, and effective learning environment. ☐ ☐ ☐ ☐E. Develops and implements a budget process that manages fiscal expenditures

consistent with district and school goals, policies, and available resources and that is focused on and results in improved student achievement.

☐ ☐ ☐ ☐


AREAS OF STRENGTH (OVERALL)

ENTER INFORMATION HERE

AREAS FOR GROWTH—PROFESSIONAL GROWTH GOAL 1

Indicator ENTER TEXT HEREExplanation ENTER TEXT HEREGrowth Goal 1 ENTER TEXT HERE

Strategies Resources Needed Target DateEvidence of Completion

ENTER TEXT HERE ENTER TEXT HERE ENTER TEXT HEREENTER TEXT HERE ENTER TEXT HERE ENTER TEXT HEREENTER TEXT HERE ENTER TEXT HERE ENTER TEXT HERE

Evaluator Comments:

ENTER TEXT HERE

7

AREAS FOR GROWTH—PROFESSIONAL GROWTH GOAL 2

Indicator ENTER TEXT HEREExplanation ENTER TEXT HEREGrowth Goal 1 ENTER TEXT HERE

Strategies Resources Needed Target DateEvidence of Completion


Evaluator Comments:

ENTER TEXT HERE

The principal and evaluator will sign the Self-Assessment and Professional Growth Goal Setting to indicate that the professional growth goals have been shared, discussed, and agreed upon.

Evaluator: _______________________________________________

Date: ______________________

Principal: ________________________________________________

Date: ______________________

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Form B—Supervisor Evaluation: Summative Performance Measure RatingsPrincipal: ENTER TEXT HERE

School: ENTER TEXT HERE

Date: ENTER TEXT HERE

Evaluator: ENTER TEXT HERE

PERFORMANCE MEASURE 1Mission and Vision

Distinguished

Accom

plished

Proficient

Unsatisfactory

A. Engages all stakeholders in the development and implementation of a shared vision of learning, a strong organizational mission, and high, measureable goals that prepare every student to succeed in post-secondary learning and to become responsible and contributing citizens.

☐ ☐ ☐ ☐

B. Articulates a vision and develops implementation strategies for change that result in measurable achievement gains for all students and close achievement gaps.

☐ ☐ ☐ ☐C. Fosters a shared commitment to high expectations for student achievement,

high standards of teaching and learning, and a culturally competent environment where diversity is valued.

☐ ☐ ☐ ☐D. Establishes rigorous, measurable goals for instructional program decisions

and staff learning experiences that are consistent with the school’s mission, vision, and core beliefs.

☐ ☐ ☐ ☐E. Builds a strong and positive sense of community in the school by honoring the

important roles of race and culture, its traditions, artifacts, symbols, values, and norms, as a contributor to student and school success.

☐ ☐ ☐ ☐Overall Rating for Performance Measure 1: ENTER TEXT HERE

PERFORMANCE MEASURE 2Instructional Leadership

Distinguished

Accom

plished

Proficient

Unsatisfactory

A. Facilitates the development and communication of a shared vision and school culture of effective teaching and instructional practices that reflect high expectations, engage all students, and accommodate diverse learning styles, needs, interests, and levels of readiness.

☐ ☐ ☐ ☐


☐ ☐ ☐ ☐C. Collaborates with teachers to examine student and school data to measure

student learning and growth, identify achievement gaps, and develop strategic interventions that improve learning and close identified gaps.

☐ ☐ ☐ ☐D. Facilitates reflective practice, inquiry, and action research to identify and

monitor the impact of interventions and determine high-yield instructional strategies that improve student learning.

☐ ☐ ☐ ☐E. Supports the need for quality, collaborative staff learning experiences that are

guided by data and research, planned by staff, job embedded, and based on the school’s learning needs.

☐ ☐ ☐ ☐

Overall Rating for Performance Measure 2: ENTER TEXT HERE

9

PERFORMANCE MEASURE 3Human Resources

Distinguished

Accom

plished

Proficient

Unsatisfactory

A. Develops a strategic action plan with staff that includes targets to improve student achievement school wide and close achievement gaps with low performing student groups.

☐ ☐ ☐ ☐B. Provides timely, appropriate, quality professional development and facilitates

learning teams that gather information, analyze data, examine issues, and develop new approaches to improve teaching and learning.

☐ ☐ ☐ ☐C. Implements a cohesive approach to recruitment, placement, induction, and

retention of a highly qualified and effective staff. ☐ ☐ ☐ ☐D. Routinely observes instruction and provides ongoing feedback and coaching

to teachers and other staff in a fair and equitable manner in order to support professional growth

☐ ☐ ☐ ☐E. Provides effective and timely supervision and evaluation aligned with local

district goals, state regulations, and contract provisions and uses these processes to facilitate development, remediation, and/or removal of underperforming staff members.

☐ ☐ ☐ ☐


PERFORMANCE MEASURE 4Professional and Ethical Relationships

Distinguished

Accom

plished

Proficient

Unsatisfactory

A. Demonstrates and communicates values, beliefs, and attitudes that make the well-being and academic success of all students the basis for all decision making.

☐ ☐ ☐ ☐B. Models appropriate personal, professional, and ethical behavior that

is respectful and fair, enhances the image of the school and the profession, and inspires others to higher levels of leadership and performance.

☐ ☐ ☐ ☐

C. Employs conflict resolution and proactive problem-solving strategies in a wide variety of situations and circumstances. ☐ ☐ ☐ ☐

D. Demonstrates strong interpersonal, written, and verbal communication skills and facilitates groups effectively ☐ ☐ ☐ ☐


☐ ☐ ☐ ☐F. Ensures that the school is in compliance with local, state, and federal

laws, standards, and regulations as well as local district and school policies.

☐ ☐ ☐ ☐Overall Rating for Performance Measure 4: ENTER TEXT HERE

PERFORMANCE MEASURE 5Resource Management

Distinguished

Accom

plished

Proficient

Unsatisfactory

A. Distributes leadership responsibilities, shares decision making, and supervises daily ongoing management structures and practices to enhance teaching and learning.

☐ ☐ ☐ ☐B. Improves organizational performance by making appropriate and

sound use of time, technology, management strategies, and accountability measures, including assessments, to achieve the

☐ ☐ ☐ ☐

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PERFORMANCE MEASURE 5Resource Management

Distinguished

Accom

plished

Proficient

Unsatisfactory

district and school’s vision, mission, and goals.C. Maintains a safe environment by addressing real and potential

challenges to the physical and emotional safety and security of students and staff that interfere with teaching and learning.

☐ ☐ ☐ ☐D. Manages the organization, operations, and resources to promote

student success and maintain a safe, efficient, and effective learning environment.

☐ ☐ ☐ ☐E. Develops and implements a budget process that manages fiscal

expenditures consistent with district and school goals, policies, and available resources and that is focused on and results in improved student achievement.

☐ ☐ ☐ ☐


OVERALL SUMMATIVE PERFORMANCE RATING FOR LEADERSHIP ACTIONS

ENTER TEXT HERE

SIGNIFICANT ACHIEVEMENTS

ENTER TEXT HERE

AREAS FOR GROWTH

ENTER TEXT HERE

EVALUATOR COMMENTS (Any performance standards and indicators marked as “developing” should be clarified.)

ENTER TEXT HERE

PRINCIPAL COMMENTS

ENTER TEXT HERE

The principal and evaluator will sign the Summative Performance Measure Ratings for leadership actions to indicate that the ratings have been shared and discussed.

Evaluator: _______________________________________________

Date: ______________________

Principal: ________________________________________________

Date: ______________________11

Example of School Performance Measure and Action Plan

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Supplementary Form A2—School Performance Measures: Fall Goal-SettingPrincipal: ENTER TEXT HERE

School: ENTER TEXT HERE

Date: ENTER TEXT HERE

Evaluator: ENTER TEXT HERE

Principals and evaluators are encouraged to refer to the School Performance Measures Handbook for support completing this component of the principal growth and evaluation model

SCHOOL PERFORMANCE MEASURES SUMMARYNote: The principal’s plan should at least include (1) a proficiency rate goal measured by MCAs; (2) a growth goal

measured by MCAs; (3) an achievement gap reduction goal measured by MCAs; (4) a graduation rate goal, if applicable; and (5) two other goals.

SUMMARY OF SCHOOL IMPROVEMENT PLANNING PROCESS

ENTER TEXT HERE

PRIORITY 1 (FOCUS OR INTERVENTION)

Description ENTER TEXT HEREStudents ENTER TEXT HERERationale ENTER TEXT HERE

Measure(s) Baseline Data Goals (Outcomes)ENTER TEXT HERE ENTER TEXT HERE ENTER TEXT HEREENTER TEXT HERE ENTER TEXT HERE ENTER TEXT HEREENTER TEXT HERE ENTER TEXT HERE ENTER TEXT HERE

Evaluator Comments:

ENTER TEXT HERE




Evaluator Comments:

ENTER TEXT HERE

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Evaluator Comments:

ENTER TEXT HERE

RELATION OF PRIORITIES AND GOALS TO BROADER DISTRICT GOALS:

ENTER TEXT HERE

The principal and evaluator will sign the School Performance Measures to indicate that the school performance goals and action plan have been shared, discussed, and agreed upon.

Goals at least include (1) a proficiency rate goal measured by MCAs; (2) a growth goal measured by MCAs; (3) an achievement gap reduction goal measured by MCAs; (4) a graduation rate goal, if applicable; and (5) two other goals.

Evaluator: _______________________________________________

Date: ______________________

Principal: ________________________________________________

Date: ______________________

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SCHOOL ACTION PLANNote: A school action plan or improvement plan in any form is acceptable if required by the evaluator. A separate plan should be included for each priority (focus or

intervention).

PRIORITY 1 (FOCUS OR INTERVENTION) _______________________________________________________________________

Actions(What actions will you take to address

this priority or implement this intervention?)

Persons Responsible Resources Benchmarks

TimelinesProgress

Monitoring Evidence

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PRINCIPAL’S ROLE (For actions where the principal is not the person responsible, what roles will the principal play in supporting implementation?)

ENTER TEXT HERE

SUPPORTS NEEDED FOR PLAN IMPLEMENTATION

ENTER TEXT HERE

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Guidelines for Setting Goals for Principal School Performance Measures

1. Principals are encouraged to set multiple goals using multiple measures to most accurately assess effectiveness of the school action plan.

2. Goals should align with district priorities and with school improvement priorities, including any plans required for No Child Left Behind and other programs (e.g., plans for Focus and Priority Schools, Title I plan).

3. Goals must at least include: (1) a proficiency rate goal measured by MCAs; (2) a growth goal measured by MCAs; (3) an achievement gap reduction goal measured by MCAs; (4) a graduation rate goal, if applicable; and, (5) two other goals.

4. Goals must be measurable.

5. Goals must be collaboratively set and approved by the principal and evaluator. Principals are encouraged to involve school stakeholders in the planning process.

6. Goals must be based on student data or student learning measures.

7. Goals may be based on whole-school or on subgroup populations.

Examples of Goals and Notes

MCA Proficiency Rate Goals

1. School wide, the number of students not proficient in reading will decrease from 31 percent to 28 percent.

2. The percentage of free/reduced lunch (economically disadvantaged) students proficient in math will increase from 52 percent to 57 percent.

3. The percent of students in grade five who do not meet, partially meet, meet, and exceed standards in math will improve:

a. From 19 percent of students not meeting standards to 11 percent of students not meeting standards.

b. From 49 percent of students partially meeting standards to 44 percent of student partially meeting standards.

c. From 21 percent of students meeting standards to 31 percent of students meeting standards.

d. From 11 percent of student exceeding standards to 14 percent of students exceeding standards.

It takes longer to show progress based on proficiency rates.

Principals should not set goals based on the Multiple Measures Rating proficiency percentile or MMR proficiency points; these reflect progress relative to other schools.

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MCA Growth Goals

1. The percentage of students in grade four who make predicted growth in math will increase from 43 percent to 49 percent.

2. The school’s average growth Z-score in math will improve from -0.637 to -0.500.

It is easier to show major improvements based on growth.

It is recommended that principals use the number of students making predicted growth to set goals.

Principals should not set goals based on the MMR growth percentile or MMR growth points; these reflect progress relative to other schools.

MCA Achievement Gap Reduction Goals

1. The school wide achievement gap between Hispanic students and White students will be reduced from 70 percent of Hispanic students proficient in reading compared to 88 percent of White students (18 percentage points) to 16 percentage points without decreasing the percent of White students proficient in reading.

2. The school’s MMR achievement gap reduction score will be 0.

3. The school’s MMR achievement gap reduction scores for all ethnic subgroups will be 0’s or negative scores.

It is easier to show major improvements based on achievement gap reduction.

Principals should not set goals based on the MMR gap percentile or MMR gap points; these reflect progress relative to other schools.

Minnesota’s goal is to reduce achievement gaps by 50 percent in seven years.

Graduation Rate Goals

1. The number of students in the American Indian subgroup not graduating in the 4-year, 5-year, and 6-year cohorts will be reduced by 10 percent each.

2. The number of students graduating as measured by the 6-year cohort will improve from 79 percent to 81 percent.

3. Graduation rates will improve from 73 percent to 76 percent in the 4-year cohort, 75 percent to 79 percent in the 5-year cohort, and 76 percent to 81 percent in the 6-year cohort.

It takes longer to show progress based on graduation rates.

The Minnesota goal for graduation rate is 90 percent of students in all three cohorts.

Principals should not set goals based on the MMR grad percentile or MMR grad points; these reflect progress relative to other schools.

If only one cohort is used to set a goal, it is recommended that the 6-year cohort be used.

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Example Survey: DPASII 2012

18

Major Activities in the Principal Growth and Evaluation Model

20

Components and Key Events MatrixRoles/Activities Prior to Start of School

Goal-Setting Conference

January-FebruaryMid-Year Supervisor

Review

May-June-JulyEnd-of-Year Conference

Supervisor Evaluation

Ratings

Principal Knowledge & Skills

Principal Behaviors

Teaching and Learning Conditions

Principal shares and evaluator responds to self-assessment based on the performance measures and indicators.

Evaluator reviews previous evaluations.

Principal shares and evaluator approves professional growth goals based on previous evaluations and growth plans.

Evaluator and principal discuss evidence of professional growth and of performance measures and indicators.

Principal and evaluator discuss progress on professional growth goals.

Principal and evaluator discuss performance measures and indicators, and evaluator informs principal of any potentially unsatisfactory ratings in indicator areas.

Principal presents evidence of professional growth as applicable.

Principal shares final results for professional growth goals and evidence of professional growth plan implementation and completion.

Evaluator assigns and shares performance ratings for this component.

Stakeholder Feedback (Survey)

Teaching and Learning Conditions

Teacher Behaviors

Evaluator communicates final measures and strategies that will be used to collect stakeholder feedback.

Principal and evaluator arrange logistics for stakeholder feedback (survey) at the individual school.

If stakeholder feedback (survey) has been collected, then evaluator and principal review results, principal shares insights on context of results, and evaluator assigns performance rating, if appropriate.

If stakeholder feedback (survey) has not been completed previously, then evaluator and principal review results, principal shares insights on context of results, and evaluator assigns and shares performance rating for this component.

School Performance

Measures

Student Achievement

Principal and evaluator review school data and the goal-setting and planning processes.

Principal shares and evaluator approves school performance goals and individual school goals as well as action plans.

Principal presents interim assessment data relevant to school performance goals and individual school goals, and evidence of action plan implementation as applicable.

Principal and evaluator revise school performance goal and/or individual school goal measures if appropriate.

Principal shares final results for school performance goals and individual school goals, and evidence of action plan implementation and completion.

Evaluator assigns and shares performance rating(s) for this component.

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Notes:

1. Activities may span more than one meeting or conversation within the timeframe.

2. The principal will self-assess and, with a school team, set school performance and individual school goals prior to the goal-setting conference.

3. It is the expectation that there is ongoing plan implementation and evidence collection throughout the cycle as well as ongoing conversations between the evaluator and the principal based on multiple observations, targeted development activities, and evidence of practice.

4. Collection of stakeholder feedback (survey) may take place at any time(s) during the cycle.

5. End-of-year activities may be completed in the following fall as determined by availability of performance data.

6. The evaluator will calculate and communicate a summative performance rating based on ratings for the three components following the end-of-year conference (or when all data is available). The principal and/or evaluator will complete the appropriate growth plan based on the summative performance rating.

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Evaluator Checklist

Planning for Implementation (Target: Prior to the Start of School)☐ EVALUATOR: Determine final weights for evaluation model components (supervisor evaluation ratings, stakeholder feedback (survey)), and school performance measures.☐ EVALUATOR: Determine final measures (tools/instruments) and strategies to be used for stakeholder feedback (survey) component.☐ EVALUATOR: Communicate final weights for evaluation model components and stakeholder feedback (survey) measures and strategies to principals.

Prior to Goal-Setting Conference (Target: July-August)☐ EVALUATOR/PRINCIPAL: Review evidence of completion and results from previous professional growth and improvement plans as applicable.☐ EVALUATOR: Communicate expectations for goal-setting conferences to principals.☐ EVALUATOR: Schedule goal-setting conferences with principals.☐ PRINCIPAL: Complete the Principal Self-Assessment and Professional Goal Setting form (Form A) prior to the goal-setting conference and submit the completed form to the evaluator. (Form A or Supplementary Form A1 may be used based on the evaluator’s preference. Current professional growth plans (FORM C) being implemented as a result of previous evaluations may be submitted in place of the action plan portion of the form at the evaluator’s discretion.)☐ PRINCIPAL: Complete the School Performance Measures form (Supplementary Form A2) prior to the goal-setting conference and submit the completed form to the evaluator. (School improvement plans in any form acceptable to the evaluator may be used in place of the action plan portion of the form.)☐ EVALUATOR: Review the submitted Principal Self-Assessment and Professional Goal Setting forms (Form A) and the School Performance Measures forms (Supplementary Form A2) prior to the goal-setting conferences and plan for conferences. (The Goal-Setting Conference Outline and Guiding Questions resource may be used to aid in planning.)

Goal-Setting Conference (Target: August)☐ EVALUATOR: Facilitate the goal-setting conferences and complete all actions on the Goal-Setting Conference Outline and Guiding Questions resource.

Follow-up to the Goal-Setting Conference/Prior to the Mid-Year Supervisor Review (Target: August-January)

☐ PRINCIPAL: Make any revisions to the professional growth goals, school performance goals, and action plan(s) requested by the evaluator.☐ PRINCIPAL: Implement action plans for professional growth and for school performance goals, collecting and organizing evidence as discussed with the evaluator in the goal-setting conference.☐ PRINCIPAL: Collect and organize any interim assessment results on school performance goals for the mid-year supervisor review.☐ EVALUATOR: Conduct ongoing school visits/observations, providing feedback on performance, professional growth, plan implementation, and evidence.☐ EVALUATOR: If applicable, collect stakeholder feedback using measures and strategies according to plan and time line.☐ EVALUATOR: Communicate expectations for mid-year supervisor reviews to principals.☐ EVALUATOR: Schedule mid-year supervisor reviews with principals.

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☐ EVALUATOR: Plan for mid-year supervisor reviews. (The Mid-Year Supervisor Review Outline and Guiding Questions resource may be used to aid in planning.)

Mid-Year Supervisor Review (Target: January-February)☐ EVALUATOR: Facilitate mid-year supervisor reviews and complete all actions on the Mid-Year Supervisor Review Outline and Guiding Questions resource.

Follow-up to the Mid-Year Supervisor Review/Prior to the End-of-Year Conference (Target: February-May)

☐ PRINCIPAL: Continue to implement action plans for professional growth and for school performance goals, collecting and organizing evidence as discussed with the evaluator in the goal-setting conference and mid-year supervisor review.☐ PRINCIPAL: Collect and organize assessment results for school performance goals as results become available.☐ EVALUATOR: Conduct ongoing school visits/observations, providing feedback on performance, professional growth, plan implementation, and evidence.☐ EVALUATOR: If applicable, collect stakeholder feedback using measures and strategies according to plan and time line.☐ EVALUATOR: Communicate expectations for end-of year conferences to principals. (Evaluators may request that principals complete another self-assessment for the conference based on professional growth activities. Form A or Supplemental Form A1 from the beginning of the year may be used depending on the evaluator’s preference.)☐ EVALUATOR: Schedule end-of-year conferences with principals.☐ EVALUATOR: Considering all evidence, the principal’s self-assessment, and data collected from observations and other sources, complete the Supervisor Evaluation Summative Performance Measure Ratings forms (Form B) prior to end-of-year conferences.☐ EVALUATOR: Plan for end-of-year conferences. (The End-of-Year Conference Outline and Guiding Questions resource may be used to aid in planning.)

End-of-Year Conference (Target—May-July)☐ EVALUATOR: Facilitate the end-of-year conferences, share summative performance measure ratings, review goal results and evidence, and complete all actions on the End-of-Year Conference Outline and Guiding Questions resource. (If assessment results for school performance goals are not available, then complete impacted actions and assess goal results as data becomes available.)

Follow-up to the End-of-Year Conference (Target—May-July or As Assessment Results Become Available)

☐ EVALUATOR: Determine performance ratings for stakeholder feedback (survey) and school performance measures components, complete the Principal Evaluation Summary Report forms (Form C), and calculate the final performance ratings for principals.☐ EVALUATOR: Share performance ratings for components from the Principal Evaluation Summary Report forms (Form C) and the final performance ratings with principals.☐ EVALUATOR: Communicate expectations for completion of the Principal Growth and Improvement Plan form (Supplementary Form C1) to principals.☐ PRINCIPAL/EVALUATOR: Complete the Principal Growth and Improvement Plan forms (Supplementary Form C1). (Who completes the growth plan is based on principals’ final performance ratings.)☐ PRINCIPAL: Implement professional growth plans; collect and organize evidence as discussed with the evaluator.

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Goal-Setting Conference Outline and Guiding Questions

Principal’s Self-Assessment

How did you approach this self-assessment task?How accurate do you feel your self-assessment is?How do you think your self-assessment will compare to my evaluation?Which indicators did you identify as your strengths? What evidence supports your

selections? How was the self-assessment process beneficial?How can I support your ongoing self-assessment and reflection on practice?

Principal’s Professional Growth Goals and Growth

Plan

1. Which indicators did you identify as growth priorities for this year?2. How did you consider previous evaluation results in identifying these priorities?3. Summarize the growth activities in your growth plan. What role does

collaboration with other school leaders play in any of these activities?4. What evidence will you have that you have successfully completed growth

activities? That you applied these growth activities to your leadership practices?

School Performance Measures 5. Did you base these goals on a school improvement planning process? What

other stakeholders were involved in the process? How did you facilitate the process? How did you ensure that planning was based on data? Ensure that planning reflects research-based strategies?

6. How does student data support the priorities reflected in these goals?7. Are your goals specific? Measurable? Attainable? Results-bound? Time-

bound?8. Will you communicate these goals to your school community? How?9. What are the priorities in the action plan(s)/strategies that support attaining

these goals?10. What evidence will be produced through implementation of the action plan?

How will I know that the evidence reflects implementation that will impact student learning?

11. What other stakeholders play important roles in the action plan(s)?12. What specifically is your role in implementing the action plan(s)?13. What support do you need from me?

Stakeholder Feedback (Survey) 14. How can we implement the stakeholder feedback (survey) component so that it

informs school planning and your professional growth?15. Based on the measure we have selected and the strategies we have planned,

how will we implement the feedback (survey) component at your school this year? (Logistics)

16. What concerns do you have about the stakeholder feedback (survey) component of your evaluation?

To Complete at the Goal-Setting Conference (Evaluator)

☐ Review the last summative evaluation of the principal.

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☐ Review the principal self-assessment.

☐ Approve professional growth goals and growth plan.

☐ Approve school performance goals and individual school goals and action plans.

☐ If the evaluator has concerns about the principal’s performance and intends to use this as a process targeted at remediation, this should be communicated at the goal-setting conference.

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Form C—Principal Evaluation Summary Report

Administrator: ENTER TEXT HERESchool: ENTER TEXT HEREDate: ENTER TEXT HEREEvaluator: ENTER TEXT HERE

State Level Measures—MCA GoalsStudent Proficiency

Subject Baseline Goal Actual Met Goal?Math ENTER TEXT

HEREENTER TEXT

HEREENTER TEXT

HEREENTER TEXT

HEREReading ENTER TEXT

HEREENTER TEXT

HEREENTER TEXT

HEREENTER TEXT

HERE

Student Academic GrowthSubject Baseline Goal Actual Met Goal?

Math ENTER TEXT HERE

ENTER TEXT HERE

ENTER TEXT HERE

ENTER TEXT HERE

Reading ENTER TEXT HERE

ENTER TEXT HERE

ENTER TEXT HERE

ENTER TEXT HERE

Achievement Gap ReductionSubject Baseline Goal Actual Met Goal?


ENTER TEXT HERE

ENTER TEXT HERE

ENTER TEXT HERE


ENTER TEXT HERE

ENTER TEXT HERE

ENTER TEXT HERE

Graduation RatesSubject Baseline Goal Actual Met Goal?


ENTER TEXT HERE

ENTER TEXT HERE

ENTER TEXT HERE


ENTER TEXT HERE

ENTER TEXT HERE

ENTER TEXT HERE

Overall Rating % of Final Rating Points for Final RatingENTER TEXT HERE ENTER TEXT HERE ENTER TEXT HERE

Individual School Performance Goals

Subject Baseline Goal Actual Met Goal?Goal 1 ENTER TEXT

HEREENTER TEXT

HEREENTER TEXT

HEREENTER TEXT

HEREGoal 2 ENTER TEXT

HEREENTER TEXT

HEREENTER TEXT

HEREENTER TEXT

HERE


Supervisor Summative Performance Measures Ratings

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Performance Measures RatingsPerformance Measure # 1: Mission and Vision ENTER TEXT HEREPerformance Measure #2: Instructional Leadership ENTER TEXT HEREPerformance Measure #3: Human Resources ENTER TEXT HEREPerformance Measure #4: Professional & Ethical Relationships ENTER TEXT HEREPerformance Measure #5: Resource Management ENTER TEXT HERE


Stakeholder Feedback Results

Survey Score ENTER TEXT HERE


Summative Results

FINAL RATING—PERCENTAGE OF TOTAL POINTS AVAILABLE: ENTER TEXT HERE

FINAL PERFORMANCE LEVEL: ENTER TEXT HERE

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Supplementary Form C1—Principal Growth and Improvement PlanAdministrator: ENTER TEXT HERESchool: ENTER TEXT HERE Date: ENTER TEXT HERE Evaluator: ENTER TEXT HERE

TYPE OF PLAN

☐ Self-Directed Growth Plan ☐ Jointly Developed Growth Plan ☐ Improvement Plan

Instructions for Principals and Evaluators:A. The professional growth (or improvement) plan will be developed from the summary report

based on the performance rating assigned.1. Distinguished—Self-directed growth plan. The plan is developed by the principal

with support and input from the evaluator. The principal should be considered for additional leadership roles and responsibilities and encouraged to assume a role of mentor or coach.

2. Accomplished—Self-directed growth plan. The plan is developed by the principal with support and input from the evaluator.

3. Satisfactory—One-year jointly developed growth plan. The plan is developed by the principal and evaluator. The plan is approved by the evaluator.

4. Unsatisfactory—One-year directed improvement plan. The plan is developed by the evaluator with input from the principal.

5. Developing—Performance standards and indicators rated as developing may be added to the growth plan. This should be developed as a transition plan to address new knowledge and skills required by change in position, changes at the district level, etc.

B. The professional growth (or improvement) plan should be incorporated into the principal’s goal-setting process the following school year as appropriate.

RECOMMENDED AREAS FOR GROWTH (If this is an improvement plan, the evaluator should identify specific areas to be remediated related to one or more performance measures and/or indicators.)

ENTER TEXT HERE

PROFESSIONAL GROWTH AND IMPROVEMENT GOAL 1

Indicator ENTER TEXT HEREGoal 1 ENTER TEXT HERE

Strategies Resources Needed Target DateEvidence of Completion*


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*—if this is an improvement plan, list evidence that must be submitted to evaluate growth and improvement of the identified areas for growth and dates for submission. Target dates may represent intermediate checkpoints.

Evaluator Comments:

ENTER TEXT HERE

PROFESSIONAL GROWTH AND IMPROVEMENT GOAL 2 Indicator ENTER TEXT HEREGoal 2 ENTER TEXT HERE




Evaluator Comments:

ENTER TEXT HERE

PROFESSIONAL GROWTH AND IMPROVEMENT GOAL 3

Indicator ENTER TEXT HEREGoal 3 ENTER TEXT HERE




Evaluator Comments:

ENTER TEXT HERE

BENCHMARKS FOR COMPLETION (If this is an improvement plan, the evaluator should indicate how satisfactory performance as defined by the plan will be determined.)

ENTER TEXT HERE

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The principal and evaluator will sign the Growth and Improvement Plan to indicate that the growth (or improvement) goals have been shared, discussed, and agreed upon, if applicable.

Evaluator: _______________________________________________

Date: ______________________

Principal: ________________________________________________

Date: ______________________

AFTER PLAN IMPLEMENTATION:COMPLETION OF THE IMPROVEMENT PLAN (If this is an improvement plan, the evaluator should verify satisfactory completion of the plan.)Evaluator Comments:ENTER TEXT HERE

The principal and evaluator will sign the Completion of the Improvement Plan to indicate that the final improvement plan results have been shared and discussed.

Evaluator: _______________________________________________

Date: ______________________

Principal: ________________________________________________

Date: ______________________

Principal Growth and Evaluation ProcessMid-Year Conference Outline and Guiding Questions

Evaluation Components Sample Questions


Plan

1. When you reflect on your fall self-assessment and your professional growth goals, do you still have the same areas of strength and areas for growth?

2. How have you capitalized on your strengths to this point in the year?3. What progress have you made in your professional growth? What parts of your

professional growth plan have been implemented?4. What evidence do you have that you have successfully engaged in growth

activities? How have you applied these growth activities to your leadership practices?

5. What opportunities is the evaluation process providing? What concerns about the process do you have at this point?

School Performance Measures

1. What interim student data have you collected to monitor progress on the school performance goals? How have you used this data in ongoing implementation

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monitoring and planning?2. At this point, how do you think you and the school will do on the school

performance goals? Will you achieve your goals?3. What evidence do you have that you are implementing a school action plan that

supports your goals for school performance? How is implementation impacting teaching and learning in the school?

4. How have you maintained a focus on these goals in your school community?5. What stakeholders are playing important roles in the implementation of the

school’s action plan?6. How have stakeholders been involved in implementing the school’s action plan?

How are you facilitating their involvement?7. What specifically has been your role in implementing the action plan?8. What support do you need from me?


1. What new concerns might you have about the stakeholder feedback component of your evaluation?

If stakeholder feedback has been collected…2. What do you see in the stakeholder feedback results?3. Why do you think stakeholders responded the way they did?4. How do these results confirm or change your action plan for the school for this

year?5. What strengths in your leadership practices do you see in the stakeholder

feedback? What areas for growth? How do these compare to your self-assessment?

6. How will you use this stakeholder feedback in planning your own professional growth?

To Complete at the Mid-Year Conference (Evaluator)

☐ Give performance feedback based on the performance measures.☐ Inform the principal of any performance concerns at this point in the evaluation process. The principal should be aware of any potentially “Unsatisfactory” ratings on indicators from the performance measures.☐ Check evidence of professional growth and progress on professional growth goals.☐ If applicable, review logistics of the stakeholder survey. Or, if applicable, review stakeholder survey results.☐ Review interim assessment data relevant to school performance goals and evidence of implementation of the school action plan. If applicable revise school performance goals.

Principal Growth and Evaluation ProcessEnd-of-Year Conference Outline and Guiding Questions

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Plan

1. When you reflect on your professional growth this year, do you still have the same areas of strength and areas for growth?

2. How have you capitalized on your strengths this year?3. What evidence do you have that you have successfully engaged in growth

activities? How have you applied these growth activities to your leadership practices?

4. Have you met the goals you set in your professional growth plan? What progress have you made in your professional growth?

5. What opportunities did the evaluation process provide? How can we improve the process for the next cycle?

Supervisor Evaluation Ratings and Performance

Standards

1. How does the evidence we collected on your leadership practices this year compare with the ratings?

2. How does this feedback compare and contrast with your self-assessment?3. What does this feedback reflect about your ongoing growth as a leader?4. How will this feedback inform your self-assessment next year and your

professional growth?

School Performance Measures

1. How do you think you and the school performed based on the school outcome goals? Did you achieve your goals?

2. What was the impact on students and teachers? What evidence do you have to support your thoughts on the impact?

3. What evidence do you have that you implemented a school action plan that supported your goals for school performance? How did implementation impact teaching and learning in the school?

4. What interim student data did collect to monitor progress on the school performance goals? How did you use this data in ongoing implementation monitoring and planning?

5. How did you maintain a focus on these goals in your school community?6. What stakeholders played important roles in the implementation of the school’s

action plan?7. What specifically was your role in implementing the action plan?8. What next steps do you see for the school’s continuous action planning? How

will this year’s results be used to plan for next year?9. What support do you need from me?


7. What do you see in the stakeholder feedback results? Are there any surprises? What do the results say in terms of the performance measures?

8. Why do you think stakeholders responded the way they did?9. How do these results compare to stakeholder feedback from previous years?10. What results are directly related to areas within your influence? Do you think

any results were impacted by factors outside your realm of influence?11. What strengths in your leadership practices do you see in the stakeholder

feedback? What opportunities for growth? How do these compare to your self-assessment?

12. How will you use this stakeholder feedback in planning your own professional growth?

13. How will these results be used for action planning for the school?14. Will you share or address the results with stakeholders? How? What results will

you look for in sharing results?

Summative Evaluation 1. How does this year’s evaluation compare to previous evaluations? What does

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and Growth Plan this tell you about your ongoing development as a leader?2. What are areas for celebration and recognition?3. How does the summative evaluation compare to where you see yourself and

the school in terms of performance? If there are discrepancies, what might be the sources of them?

4. What next steps do you see based on this evaluation? What priorities should we set for your professional growth? What support do you need from me?

To Complete at the End-of-Year Conference (Evaluator)

☐ Discuss professional growth and results of professional growth goals.☐ Review evidence of leadership practices, stakeholder feedback results, and student results, especially student results tied to the school outcome measures set in the fall.☐ Give summative performance feedback based on evidence and tied to the performance measures.☐ Discuss component ratings for all three components and final performance rating. (Ratings should be drafted by the evaluator beforehand, and then discussed and finalized during the conference.)☐ Reflect on the development and evaluation process and results.☐ Discuss expectations for the growth and improvement plan.

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