Principal Performance Evaluation System Documenting Principal Performance February

Principal Performance Evaluation System Documenting Principal Performance February 2013

Multiple Data Sources Self-Evaluation Informal Observations/ Site Visits Document Log Student Growth Percentiles Principal Evaluation EVIDENCE Teacher/Staff Surveys Goal Setting Other Measures 2

Data Sources for Principals Data Source Self-Evaluation Informal Observation/ School Site Visits Document Log Definition • Reveals principals’ perceptions of their job performance • Encouraged, but not required, to share results with evaluator • Results should inform personal goals for professional development • Provides information on wide variety of contributions made by principals • Ranges from watching how principals interact with others, to observing programs, and shadowing • Provides principals with key voice in evaluation • Encourages reflection by principals • Artifacts should relate to performance standards; not intended to become voluminous portfolio 3

Data Sources for Principals Data Source Definition Teacher/Staff Surveys • Climate surveys provide information about perceptions of job performance • Data collection methods/use for surveys determined ahead of time Goal Setting • Principals set goals for improving student achievement based on appropriate performance measures • Goals may be set in conjunction with evaluator for school improvement and professional growth Student Growth Percentiles • For elementary and middle school principals, half of the student academic progress measure is comprised of the student growth percentiles in the school as provided from the Virginia Department of Education when the data are available and can be used appropriately • For high school principals, SGPs will not be used 4

Data Sources for Principals Data Source Definition Other Measures • For elementary and middle school principals, the other half of the student academic progress measure will be measured using Student Academic Progress Goals and other measures with evidence that the alternative measures are valid measures • For high school principals, the entire 40 percent of the principal evaluation will be measured using Student Academic Progress Goals and other measures with evidence that the alternative measures are valid 5

Self-Evaluation Helps a principal judge the effectiveness and adequacy of his/her knowledge and performance for the purpose of selfimprovement; helps target areas for professional development. • Principals may choose to conduct an optional self-evaluation • Principals refer to self-evaluation throughout the year to see if strategies for improvement are effective • Principals are encouraged, but not required, to share with supervisors • Supervisors suggest strategies to improve areas of weakness or capitalize on areas of strength 6

Self-Evaluation Form 1. Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement. Areas of strength: Areas needing work/strategies for improving performance: Abbreviated for training purposes 7

Informal Observation/ School Site Visits Provides information on a wide variety of contributions made by principals. • School site visits apply in a variety of settings. • School site visits range from watching a principal’s interactions with others to observing programs and shadowing the principal. • Participants discuss various aspects of the job via a formal interview or a less structured discussion. This discussion: Ø Provides insight into how the principal is addressing standards; provides further areas for evaluator to explore; Ø Helps the principal think through potential artifacts; and Ø Allows the principal an opportunity to discuss successes and challenges. • Evaluators are encouraged to conduct at least one observation of principals. • Evaluators provide feedback to principals. 8

Informal Observation/ School Site Visits Performance Standard 1. Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement. Suggested Guiding Questions/Prompts: • What opportunities have you created this year for collaboration among teachers? • How have you strived this year to improve the teachers’ effective instructional practices associated with different subject areas? • How do you make sure curriculum standards are taught by the teachers and mastered by the students? Comments: Abbreviated for training purposes 9

Document Log Demonstrates a principal’s skills, talents, and accomplishments through an organized collection of work. • The Document Log provides evidence of performance related to specific standards; it is the principal’s voice in evaluation. • The Document Log provides opportunity for self-reflection, demonstration of quality work, and is a basis for two-way communication with evaluator. • Artifacts may include captions providing background information since artifacts will be viewed out of original context. • The Document Log may be submitted electronically or in hard copy. • The emphasis is on quality, not quantity. 10

Document Log Demonstrates a principal’s skills, talents, and accomplishments through an organized collection of work. • The Documentation Cover Sheet is optional, and its organization is left to the administrator. • The Document Log is reviewed annually by the evaluator, or more often as desired. • Evaluators may maintain their own documentation that should be considered when making formative and summative assessments. 11

Documentation Cover Sheet Standard Examples of Documentation 1. Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement. • School improvement plan • Strategic plan • Vision/mission/core belief statements • Staff evaluation grid • Leadership/school improvement team agendas • Building administrator responsibility chart • Professional goals • Master schedule • Student progress monitoring data • Schedules for students receiving remediation Abbreviated for training purposes Documentation Included 12

Teacher/Staff Surveys Gathers client data regarding their perceptions of the principal’s performance. • The surveys provide feedback for professional growth and development; they help principals set goals for continuous improvement (formative evaluation). • Principals may add questions to survey provided. • It is recommended that surveys be administered prior to end of first semester. • Actual responses are seen only by school administrator. • Principals fill out the Survey Summary Form and include it in document log. 13

Sample Survey Questions • Survey items are aligned to performance standards • Twenty-five items are included in full survey The principal… E 1. Is interested in building a quality school that provides quality education. 2. Maintains open lines of communication with employees. 3. Visits my classroom or work space. M D N 4. Makes helpful recommendations to me for improvement of performance. 5. Carries out the evaluation program as it is outlined. Key: E – Exceeds expectations of performance M – Meets expectations of performance D – Demonstrates unacceptable performance N – No basis for judgment 14

Survey Summary Form Number of Surveys Distributed Number of Completed Surveys Returned Percentage of Completed Surveys Returned Teacher/Staff Satisfaction Analysis Describe your survey population(s). List factors that might have influenced the results. Analyze survey responses and answer the following questions: What did teachers/staff perceive as your major strengths? What did teachers/staff perceive as your major weaknesses? How can you use this information for continuous professional growth? Abbreviated for training purposes 15

Goal Setting Goals set squarely on measurable student performance provide a powerful way to enhance professional performance and positively impact student academic progress. • Principals set goals tied directly to school improvement and improved student academic progress • Goals should be SMART (specific, measurable, appropriate, realistic, and time-bound) • New goals identified each year; aligned with division goals and school improvement process • Evaluator and principal meet to review goals 16

Goal Setting Form I. School Profile (Describe the school setting and any unique circumstances impacting the school community as a whole. ) II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, school achievement results, data analysis, or observational data) III. Baseline Data (What does the current data show? ) Data attached IV. Goal Statement (Describe what you want learners/program to accomplish. ) V. Means for Attaining Goal (Check the standard to which the strategies relate) 1. Instructional Leadership 2. School Climate 3. Human Resources Management 4. Organizational Management 5. Communication and Community Relations 6. Professionalism 7. Student Progress Strategy Measurable By Target Date Abbreviated for training purposes 17

Data Collection Responsibility Data Collection Procedure Form(s) Evaluator Principal Self-Evaluation Form Observation/ Site Visit Informal Observation/Site Visit Form Documentation Cover Sheet (optional) Surveys Survey Summary Form Goal Setting Student Academic Progress Goal Setting Form 18

Performance Portrait • Self-Evaluation • Informal Observations/Site Visits • Document Log • Surveys • Goal Setting • Student Growth Percentiles • Other Measures 19

Questions? 20