Principal Evaluation Instrument
South Carolina Department of Education
“In many ways, the school principal is the most important and influential in any school. It is his leadership that sets the tone of the school, the climate for learning, the level of professionalism and morale of teachers and the degree of concern for what students may or may not become. If a school is a vibrant, innovative, child-centered place; if it has a reputation for excellence in teaching; if students are performing to the best of their ability, one can almost always point to the principal’s leadership as the key to success.”
United States Senate Report, 1972
Directions: This instrument was developed by the Leadership Office in collaboration with the
Principal Evaluation Review Committee and the Expert Panel for Principal Evaluation.
This instrument is based on standards and criteria for principal evaluation that have
been adopted by the State Board of Education. It is required that school districts use the
standards, criteria, and procedures adopted by the State Board of Education for the
purpose of evaluating all principals at least once every three years. Principals will be
rated on each standard by checking the category that most appropriately describes the
principal’s performance for that particular standard. Evidence that documents
performance should be described. After completing the instrument, the rating for each
standard should be transferred to the rating profile on the appropriate summative
evaluation sheet.
___________________________________________ ___________
Name of Principal Date
__________________________________________ __________
Name of Superintendent/Designee Date
Standard 1: Vision
A school principal is an educational leader who fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of learning that reflects excellence and equity.
Criteria: Performance criteria below describe the observed levels of proficiency for the vision standard. Criteria within each level allow for variances in degrees of proficiency on the standard. Districts may choose to list additional local criteria.
? Exemplary ? Proficient ? Improvement Needed
The principal’s performance is The principal’s performance is The principal’s performance is
characterized by most of the characterized by most of the characterized by most of the
following: following: following:
; Involves stakeholders (e.g. ; Involves some stakeholders ; Involves few stakeholders (e.g.
school and district personnel, (e.g. school and district school and district personnel,
students, families, and personnel, students, families, students, families, and community
community members) in the and community members) in members), does not have a broad
development of a broad vision the development of a broad vision for the school, or does not
for the school that is compatible vision for the school that is have a vision that is compatible with
with the district’s mission and compatible with the district’s the district’s mission and vision.
vision. mission and vision.
; Collaborates with few stakeholders
; Collaborates with stakeholders ; Collaborates with some or seldom informs stakeholders
to establish goals, develop a stakeholders, or informs about goals, plans, and priorities, or
plan, and to set priorities stakeholders about goals, plans, has not established goals, developed
consistent with the vision of the and priorities consistent with a plan, or set priorities consistent
school. the vision of the school. with the vision of the school.
; Communicates the school’s ; Communicates the school’s ; Communicates the school’s vision,
vision, goals, plans, and vision, goals, plans, and goals, plans, and priorities to staff,
priorities to staff, students, priorities to staff, students, students, parents, and community on
parents, and community on a parents, and community. an inconsistent basis.
regular basis.
; Implements, evaluates, and ; Fails to implement, evaluate or
; Implements, evaluates, and refines selected portions of the refine the plan of action for
refines the plan of action for plan of action for achieving the achieving the school’s vision.
achieving the school’s vision. school’s vision.
Other local criteria: _____________ Other local criteria: ___________ Other local criteria: _____________
_____________________________ ___________________________ _____________________________
_____________________________ ___________________________ _____________________________
Evidence/Supporting Data: _________________________________________________________________________
________________________________________________________________________________________________
_________________________________________________________________________________________________
Standard 2: Instructional Leadership
A school principal is an educational leader who fosters the success of all students by leading the development and
alignment of the organizational, instructional, and assessment strategies that enhance teaching and learning.
Criteria: Performance criteria below describe the observed levels of proficiency for the instructional leadership
standard. Criteria within each level allow for variances in degrees of proficiency on the standard. Districts may
choose to list additional local criteria.
? Exemplary ? Proficient ? Improvement Needed
The principal’s performance is The principal’s performance is The principal’s performance is characterized by most of the characterized by most of the characterized by most of the
following: following: following:
; Sets and communicates high ; Generally sets and ; Rarely sets and communicates high
standards for communicates high standards standards for curricular/instructional
curricular/instructional quality for curricular/instructional quality and student achievement.
and student achievement. quality and student
achievement. ; Demonstrates little proficiency in
; Demonstrates proficiency in ; Demonstrates some proficiency analyzing research and assessment
analyzing research and in analyzing research and data.
assessment data. assessment data.
; Ensures the use of data from ; Rarely ensures the use of data from
; Ensures the use of data from most state and locally state and locally mandated
state and locally mandated mandated assessments and assessments and educational
assessments and educational educational research to research to improve curriculum,
research to improve curriculum, improve curriculum, instruction, and student
instruction, and student instruction, and student performance.
performance. performance.
; Routinely observes staff and/or ; Infrequently observes staff or assists ; Observes staff and assists in the assists in the implementation of in the implementation of effective
implementation of effective effective teaching and teaching and assessment strategies
teaching and assessment assessment strategies to to promote student learning.
strategies to promote student promote student learning.
learning. ; Monitors and evaluates the ; Rarely monitors or evaluates the
effectiveness of most effectiveness of instructional
; Monitors and evaluates the instructional programs to programs to promote student
effectiveness of instructional promote student learning. learning.
programs to promote student
learning.
Other local criteria: ____________ Other local criteria: ___________ Other local criteria: _____________
____________________________ ___________________________ _____________________________
____________________________ ___________________________ _____________________________
Evaluator is required to list student achievement/student growth data used as evidence to evaluate principal
performance on Standard 2: ______________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Standard 3: Effective Management
A school principal is an educational leader who fosters the success of all students by managing the school
organization, its operations, and resources for a safe, efficient, and effective learning environment.
Criteria: Performance criteria below describe the observed levels of proficiency for the effective management
standard. Criteria within each level allow for variances in degrees of proficiency on the standard. Districts may
choose to list additional local criteria.
? Exemplary ? Proficient ? Improvement Needed
The principal’s performance is The principal’s performance is The principal’s performance is characterized by most of the characterized by most of the characterized by most of the
following: following: following:
; Seeks and allocates resources to ; Often seeks, and/or adequately ; Rarely seeks and/or adequately
achieve school and district allocates resources to achieve allocates resources to achieve school
goals. school and district goals. and district goals.
; Plans and administers
; Plans and administers budgeting budgeting and purchasing ; Plans and administers budgeting and
and purchasing according to all according to most local, state, purchasing, with little attention to
relevant local, state, and federal and federal requirements. local, state, and federal
requirements requirements. ; Screens, recommends, and
assigns staff in a timely manner
; Screens, recommends, and ; Seldom screens, recommends, and based on local, state, and
assigns staff in a timely manner federal requirements, with assigns staff in a timely manner
based on school needs, some use of school needs based on school needs, assessment
assessment data, and local, state, information and assessment data, or local, state, and federal
and federal requirements. data . requirements.
; Typically manages the
; Manages the supervision and supervision and evaluation of ; Demonstrates little ability to
evaluation of staff in accordance staff in accordance with local, manage the supervision or
with local, state, and federal state, and federal requirements. evaluation of staff in accordance
requirements. with local, state, and federal ; Implements, evaluates, and
requirements. refines, as necessary,
; Implements, evaluates, and procedures for the security and
; Implements, evaluates, and refines, refines, as necessary, procedures safety of all personnel and
for the security and safety of all students. on an inconsistent basis, procedures
personnel and students. for the security and safety of all ; Ensures the maintenance of a
personnel and students. clean and aesthetically pleasing
; Ensures the maintenance of a school environment most of the
; Does not ensure the maintenance of clean and aesthetically pleasing time.
school environment. a clean and aesthetically pleasing
school environment.
Other local criteria: ____________ Other local criteria: ____________ Other local criteria: ______________
____________________________ ____________________________ ______________________________
____________________________ ____________________________ ______________________________
Evidence/Supporting Data: __________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Standard 4: Climate
A school principal is an educational leader who fosters the success of all students by advocating, nurturing and
sustaining a positive school climate.
Criteria: Performance criteria below describe the observed levels of proficiency for the climate standard. Criteria
within each level allow for variances in degrees of proficiency on the standard. Districts may choose to list
additional local criteria.
? Exemplary ? Proficient ? Improvement Needed
The principal’s performance is The principal’s performance is The principal’s performance is characterized by most of the characterized by most of the characterized by most of the
following: following: following:
; Initiates and maintains strategies ; Initiates and maintains ; Misses opportunities to initiate or
to promote collegiality and strategies to promote maintain strategies to promote
collaboration among the staff. collegiality and collaboration collegiality and collaboration among
among the staff most of the the staff.. ; Involves parents, students, and
time. the community in efforts to
; Involves some parents, ; Involves few parents, students, or create and maintain a positive
learning environment. students, and community the community in efforts to create
members in efforts to create and maintain a positive learning
and maintain a positive environment. ; Establishes and supervises
learning environment. programs that promote positive
social, emotional, and ; Establishes and adequately ; Does not establish or adequately
intellectual growth for all supervises programs that supervise programs that promote
students. promote positive social, positive social, emotional, and
emotional, and intellectual intellectual growth for all students.
growth for all students. ; Establishes and enforces
standards for appropriate ; Establishes and typically ; Neglects to establish or consistently
student behavior according to enforces standards for enforce standards for appropriate
local, state, and federal appropriate student behavior student behavior according to local,
requirements. according to local, state, and state, and federal requirements.
federal requirements.
; Manages conflict and crisis ; Manages conflict and crisis ; Rarely manages conflict and crisis
situations in an effective and situations in an effective and situations in an effective and timely
timely manner. timely manner the majority of manner.
the time.
; Deals with student misconduct ; Usually deals with student ; Infrequently deals with student
in a prompt and effective misconduct in a prompt and misconduct in a prompt and
manner. effective manner. effective manner.
Other local criteria: ____________ Other local criteria: ___________ Other local criteria: _____________
____________________________ ___________________________ _____________________________
_____________________________ ___________________________ _____________________________
Evidence/Supporting Data: __________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Standard 5: School/Community Relations
A school principal is an educational leader who fosters the success of all students by collaborating effectively with
stakeholders.
Criteria: Performance criteria below describe the observed levels of proficiency for the school/community
standard. Criteria within each level allow for variances in degrees of proficiency on the standard. Districts may
choose to list additional local criteria.
? Proficient ?Improvement Needed ?Exemplary
The principal’s performance is The principal’s performance is The principal’s performance is characterized by most of the characterized by most of the characterized by most of the
following: following: following:
; Develops an effective and ; Develops a somewhat effective ; Does not develop an effective and
interactive communications plan and interactive interactive communications plan
and public relations program. communications plan and and public relations program.
public relations program.
; Participates in school ; Rarely participates in school
; Participates in selected school community activities. community activities.
community activities.
; Involves staff, parents, ; Inconsistently involves staff,
community, and students in ; Involves some staff, parents, parents, community, and students in
needs assessment, problem community, and students in needs assessment, problem solving,
solving, and decision making needs assessment, problem or decision making for school
for school improvement. solving, and decision making improvement.
for school improvement.
; Responds to diverse community ; Rarely considers diverse community
; Responds to diverse interests and needs. interests and needs.
community interests and needs
in most cases. ; Creates and sustains a variety of ; Misses opportunities for involving
opportunities for parent and parents and the community in
; Creates and sustains some community involvement in school activities.
school activities. opportunities for parent and
community involvement in ; Seldom collaborates with staff to
school activities. ; Collaborates with staff to develop strategies for parents and
develop effective strategies for the community to support students’
parents and the community to ; Collaborates with staff to learning.
support students’ learning. develop strategies for parents
and the community to support
students’ learning.
Other local criteria: ____________ Other local criteria: ___________ Other local criteria: _____________
____________________________ ___________________________ _____________________________
____________________________ ___________________________ _____________________________
Evidence/Supporting Data: __________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Standard 6: Ethical Behavior
A school principal is an educational leader who fosters the success of all students by demonstrating integrity, fairness,
and ethical behavior.
Criteria: Performance criteria below describe the observed levels of proficiency for the ethical behavior standard.
Criteria within each level allow for variances in degrees of proficiency on the standard. Districts may choose to
list additional local criteria.
? Exemplary ? Proficient ? Improvement Needed
The principal’s performance is The principal’s performance is The principal’s performance is
characterized by most of the characterized by most of the characterized by most of the
following: following: following:
; Works within professional and ; Typically works within ; Inconsistently works within
ethical guidelines to improve professional and ethical professional and ethical guidelines to
student learning and to guidelines to improve student improve student learning and to
accomplish school and district learning and to accomplish accomplish school and district goals.
goals. school and district goals.
; Inconsistently models respect,
; Models respect, understanding, ; Models respect, understanding, understanding, sensitivity, and
sensitivity, and appreciation for sensitivity, and appreciation in appreciation for all people.
all people. most circumstances.
; Usually adheres to local, state, and
; Adheres to local, state, and ; Adheres to local, state, and federal requirements.
federal requirements. federal requirements
Other local criteria: _____________ Other local criteria: ___________ Other local criteria: ____________
_____________________________ ___________________________ ____________________________
_____________________________ ___________________________ ____________________________
Evidence/Supporting Data: _________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Standard 7: Interpersonal Skills
A school principal is an educational leader who fosters the success of all students by interacting effectively with
stakeholders and addressing their needs and concerns.
Criteria: Performance criteria below describe the observed levels of proficiency for the interpersonal skills
standard. Criteria within each level allow for variances in degrees of proficiency on the standard. Districts may
choose to list additional local criteria.
? Exemplary ? Proficient ? Improvement Needed
The principal’s performance is The principal’s performance is The principal’s performance is characterized by most of the characterized by most of the characterized by most of the
following: following: following:
; Demonstrates respect for others. ; Demonstrates respect for others ; Inconsistently demonstrates respect
with few exceptions. for others.
; Elicits and responds to feelings,
needs, concerns, and ; Typically elicits and responds ; Seldom elicits and responds to
perceptions of others to build to feelings, needs, concerns, feelings, needs, concerns, and
mutual understanding. and perceptions of others to perceptions of others to build mutual
build mutual understanding. understanding.
; Communicates effectively with
stakeholders to support school ; Typically communicates ; Usually does not communicate
and district goals. effectively with stakeholders to effectively with stakeholders to
support school and district support school and district goals.
goals. ; Recognizes and effectively uses
skills and strategies for problem ; Inconsistently recognizes or uses
solving, consensus building, ; Generally recognizes and skills and strategies for problem
conflict resolution, stress effectively uses skills and solving, consensus building, conflict
management, and crisis strategies for problem solving, resolution, stress management, and
management. consensus building, conflict crisis management.
resolution, stress management,
and crisis management. ; Uses appropriate oral and written ; Oral and/or written communication
communication skills. skills hinder effective interactions
; Uses appropriate oral and with stakeholders.
written communication skills on
most occasions.
Other local criteria: _____________ Other local criteria: ____________ Other local criteria: ___________
_____________________________ ____________________________ ___________________________
_____________________________ ____________________________ ___________________________
Evidence/Supporting Data: _________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Standard 8: Staff Development
A school principal is an educational leader who fosters the success of all students by collaborating with school and
district staff to plan and implement professional development activities that promote the achievement of school and
district goals.
Criteria: Performance criteria below describe the observed levels of proficiency for the staff development
standard. Criteria within each level allow for variances in degrees of proficiency on the standard. Districts may
choose to list additional local criteria.
? Exemplary ? Proficient ? Improvement Needed
The principal’s performance is The principal’s performance is The principal’s performance is characterized by most of the characterized by most of the characterized by most of the
following: following: following:
; Collaborates with staff to create ; Collaborates with staff to create ; Collaborates with staff to create and
and implement a plan for a and implement a plan for a implement a staff development plan,
variety of relevant staff variety of relevant staff however, the plan does not contain
development activities that development activities that activities relevant to the achievement
promote the achievement of promote the achievement of of school goals and staff growth.
school goals and staff growth. school goals and staff growth.
; Uses limited data or does not use ; Uses data related to the ; Generally uses data related to data related to the achievement of
achievement of school goals the achievement of school goals school goals and staff growth as the
and staff growth as the basis and staff growth as the basis for basis for evaluating the success of
for evaluating the success of evaluating the success of the the staff development plan.
the staff development plan. staff development plan.
; Inconsistently encourages staff to set ; Encourages staff to set goals for ; Typically encourages staff to goals for professional growth.
professional growth. set goals for professional
growth. ; Sometimes shares effective teaching
; Shares effective teaching strategies and uses coaching skills to
; Usually shares effective strategies and uses coaching encourage professional growth.
skills to encourage professional teaching strategies and uses
growth. coaching skills to encourage
professional growth.
Other local criteria: ____________ Other local criteria: ___________ Other local criteria: _____________
____________________________ ___________________________ _____________________________
____________________________ ___________________________ _____________________________
Evidence/Supporting Data: _________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Standard 9: Principal’s Professional Development
A school principal is an educational leader who fosters the success of all students by using available resources and
opportunities for professional growth.
Criteria: Performance criteria below describe the observed levels of proficiency for the principal’s professional
development standard. Criteria within each level allow for variances in degrees of proficiency on the standard.
Districts may choose to list additional local criteria.
? Exemplary ? Proficient ? Improvement Needed
The principal’s performance is The principal’s performance is The principal’s performance is
characterized by most of the characterized by most of the characterized by most of the
following: following: following:
; Develops and implements an ; Develops and implements a ; Develops and implements an
appropriate plan for professional plan for professional inappropriate plan for professional
development consistent with development. development.
school and district goals.
; Establishes and maintains a ; Does not establish or maintain a
; Establishes and maintains a limited professional network professional network with other
professional network with other with other administrators. administrators.
administrators.
; Complies with district and state ; Complies with district and state
; Complies with district and state professional development professional development
professional development requirements. requirements some of the time.
requirements.
; Typically participates in staff ; Infrequently participates in staff
; Participates in staff development development activities to development activities to understand
activities to understand the understand the complex role of the complex role of teaching and
complex role of teaching and teaching and effective effective instructional practices.
effective instructional practices. instructional practices.
Other local criteria: ___________ Other local criteria: ___________ Other local criteria: ____________
____________________________ ____________________________ _____________________________
____________________________ ____________________________ _____________________________
Evidence/Supporting Data: _________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________